Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools.

Abstract

Purpose: Leadership in healthcare is vital, but it remains fragmented within medical school curricula. It is often confined to isolated courses lacking cohesive integration. Using the Medical Leadership Competency Framework (MLCF), this study examines leadership curricula and competencies in Korean medical schools, providing a foundation for educational strategies that enhance leadership development.

Methods: We conducted survey among professors responsible for leadership education in medical schools. Our questionnaire assessed leadership competencies and curriculum content. We analyzed responses from 34 medical schools using frequency and content analysis.

Results: Leadership-related content in institutional missions, educational objectives, and graduation competencies predominantly aligned with MLCF domains 1 and 2. Leadership courses were primarily offered at the premedical and medical stages, with a strong emphasis on these domains. However, perceptions of the necessity of leadership subcompetencies varied by educational stage, with most considered essential during clinical clerkships. High priority competencies included domains 1 and 2, particularly 2.2 (building and maintaining relationships), 2.4 (working within teams) and 1.4 (acting with integrity). While 61.8% of respondents intended to develop leadership curricula, they emphasized the need to define medical leadership within the Korean context, specify leadership competencies, and design tailored curricula.

Conclusion: This study underscores the need for medical leadership education and the development of competency-based curricula that reflect Korea's healthcare landscape. A well-integrated leadership curriculum can better equip medical students to become future healthcare leaders.