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Logo of bmcmeduBioMed Centralsearchsubmit a manuscriptregisterthis articleBMC Medical Education
 
BMC Med Educ. 2009; 9: 72.
Published online Dec 10, 2009. doi:  10.1186/1472-6920-9-72
PMCID: PMC2797774
Combining a leadership course and multi-source feedback has no effect on leadership skills of leaders in postgraduate medical education. An intervention study with a control group
Bente Malling,corresponding author1,6 Lene Mortensen,2 Thomas Bonderup,3 Albert Scherpbier,4 and Charlotte Ringsted5
1Department of Human Resources, Aarhus University Hospital, Skejby, Aarhus, Denmark
2Department of Internal Medicine, Regional Hospital Viborg, Denmark
3Department of Human Resources The North Denmark Region, Aalborg, Denmark
4Institute for Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
5Centre for Clinical Education, Copenhagen University and the Capital Region, Rigshospitalet, Copenhagen, Denmark
6Correspondence address: Mollerupvej 5, DK 8600 Silkeborg
corresponding authorCorresponding author.
Bente Malling: mallingmail/at/dadlnet.dk; Lene Mortensen: lsmortensen/at/dadlnet.dk; Thomas Bonderup: tb/at/attractor.dk; Albert Scherpbier: A.Scherpbier/at/OIFDG.unimaas.nl; Charlotte Ringsted: charlotte.ringsted/at/rh.hosp.dk
Received July 27, 2009; Accepted December 10, 2009.
Abstract
Background
Leadership courses and multi-source feedback are widely used developmental tools for leaders in health care. On this background we aimed to study the additional effect of a leadership course following a multi-source feedback procedure compared to multi-source feedback alone especially regarding development of leadership skills over time.
Methods
Study participants were consultants responsible for postgraduate medical education at clinical departments. Study design: pre-post measures with an intervention and control group. The intervention was participation in a seven-day leadership course. Scores of multi-source feedback from the consultants responsible for education and respondents (heads of department, consultants and doctors in specialist training) were collected before and one year after the intervention and analysed using Mann-Whitney's U-test and Multivariate analysis of variances.
Results
There were no differences in multi-source feedback scores at one year follow up compared to baseline measurements, either in the intervention or in the control group (p = 0.149).
Conclusion
The study indicates that a leadership course following a MSF procedure compared to MSF alone does not improve leadership skills of consultants responsible for education in clinical departments. Developing leadership skills takes time and the time frame of one year might have been too short to show improvement in leadership skills of consultants responsible for education. Further studies are needed to investigate if other combination of initiatives to develop leadership might have more impact in the clinical setting.
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