{"title":"Clinical leadership education-A scoping review protocol.","authors":"Naja Vaaben, Peter Dieckmann, Ann Merete Møller","doi":"10.1111/aas.14591","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Leadership is a key skill for physicians, but studies show that many junior doctors feel unprepared for the role as a leader. In recent years, there has been increasing interest and research into the training and development of clinical leadership, revolving around leadership in situations with direct patient care and as opposed to the administrative leadership of a department. However, the lack of consensus on how best to teach leadership, how the education should be structured, as well as a standardized definition and measure for good leadership, complicates training, assessment, and comparison of approaches in both research and education.</p><p><strong>Objective: </strong>The aim of this study is to map out the existing body of research on leadership education for physicians and medical students and identify any gaps in this literature.</p><p><strong>Methods: </strong>The scoping review will follow the Arksey and O'Malley (Arksey and O'Malley, Int J Soc Res Methodol. 2005; 8(1):19-32) framework, Joanna Briggs Institute methodology (JBI Manual for Evidence Synthesis-JBI Global Wiki) and PRISMA_ScR (Tricco et al., Ann Intern Med. 2018; 169(7):467-473). A systematic search will be conducted across the following databases: PubMed, Cochrane, Embase, Ebsco, Medline, and Google scholar. Two independent reviewers will screen titles and abstracts, then review the full texts of articles. Data will be extracted and presented in line with the review questions.</p><p><strong>Strengths and limitations of this study: </strong>The study will use a structured approach, as guided by Arksey and O'Malley and JBI methodology. Studies not written in English, Danish, German, Swedish, and Norwegian will be translated using available software. This review will not include a formal assessment of the study quality or meta-analysis, as it is a scoping review.</p>","PeriodicalId":6909,"journal":{"name":"Acta Anaesthesiologica Scandinavica","volume":"69 3","pages":"e14591"},"PeriodicalIF":1.9000,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11848231/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Anaesthesiologica Scandinavica","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1111/aas.14591","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ANESTHESIOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: Leadership is a key skill for physicians, but studies show that many junior doctors feel unprepared for the role as a leader. In recent years, there has been increasing interest and research into the training and development of clinical leadership, revolving around leadership in situations with direct patient care and as opposed to the administrative leadership of a department. However, the lack of consensus on how best to teach leadership, how the education should be structured, as well as a standardized definition and measure for good leadership, complicates training, assessment, and comparison of approaches in both research and education.
Objective: The aim of this study is to map out the existing body of research on leadership education for physicians and medical students and identify any gaps in this literature.
Methods: The scoping review will follow the Arksey and O'Malley (Arksey and O'Malley, Int J Soc Res Methodol. 2005; 8(1):19-32) framework, Joanna Briggs Institute methodology (JBI Manual for Evidence Synthesis-JBI Global Wiki) and PRISMA_ScR (Tricco et al., Ann Intern Med. 2018; 169(7):467-473). A systematic search will be conducted across the following databases: PubMed, Cochrane, Embase, Ebsco, Medline, and Google scholar. Two independent reviewers will screen titles and abstracts, then review the full texts of articles. Data will be extracted and presented in line with the review questions.
Strengths and limitations of this study: The study will use a structured approach, as guided by Arksey and O'Malley and JBI methodology. Studies not written in English, Danish, German, Swedish, and Norwegian will be translated using available software. This review will not include a formal assessment of the study quality or meta-analysis, as it is a scoping review.
导言：领导力是医生的一项关键技能，但研究表明，许多初级医生认为自己还没有做好担任领导者的准备。近年来，人们对临床领导力的培训和发展越来越感兴趣，并开展了越来越多的研究，这些研究围绕着在直接照顾病人的情况下的领导力，而不是一个部门的行政领导力。然而，在如何最好地教授领导力、如何构建教育结构以及良好领导力的标准化定义和衡量标准方面缺乏共识，这使得培训、评估以及研究和教育方法的比较变得复杂：本研究的目的是对医生和医学生领导力教育的现有研究进行梳理，并找出文献中的空白点：方法：范围界定审查将遵循Arksey和O'Malley（Arksey和O'Malley，Int J Soc Res Methodol.2005；8(1):19-32）框架、乔安娜-布里格斯研究所方法学（JBI Manual for Evidence Synthesis-JBI Global Wiki）和PRISMA_ScR（Tricco et al.2018; 169(7):467-473).将在以下数据库中进行系统检索：PubMed、Cochrane、Embase、Ebsco、Medline 和 Google scholar。两名独立审稿人将筛选标题和摘要，然后审阅文章全文。本研究的优势和局限：本研究将采用 Arksey 和 O'Malley 以及 JBI 方法指导下的结构化方法。非英语、丹麦语、德语、瑞典语和挪威语撰写的研究报告将使用现有软件进行翻译。本综述不包括对研究质量的正式评估或荟萃分析，因为它只是范围界定综述。
期刊介绍：
Acta Anaesthesiologica Scandinavica publishes papers on original work in the fields of anaesthesiology, intensive care, pain, emergency medicine, and subjects related to their basic sciences, on condition that they are contributed exclusively to this Journal. Case reports and short communications may be considered for publication if of particular interest; also letters to the Editor, especially if related to already published material. The editorial board is free to discuss the publication of reviews on current topics, the choice of which, however, is the prerogative of the board. Every effort will be made by the Editors and selected experts to expedite a critical review of manuscripts in order to ensure rapid publication of papers of a high scientific standard.
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