Mentoring and Advising: Leadership in Medical Education

The most memorable leaders I have encountered in my career have been motivational, inspiring, receptive, and led by example in a psychologically safe learning environment. This type of leadership is called transformational leadership. The transformational leader models the behavior that they want their learners to adapt. They collaborate with their learners. As a medical educator, if you are actively involved in the experience of your learners, you can identify with those you lead,  recognize their needs, and help them achieve their goals. Rather than simply directing others, you guide others. The key to establishing psychological safety involves setting clear expectations, communication, and encouragement. 

Leaders in medical education who communicate clear expectations to their team and make themselves available establish trust with their learners. This allows for better learning outcomes as psychological safety and investment in the learner increases retention. If a learner feels their teacher is invested, they are more willing to embrace lessons. I cannot emphasize enough the impact of psychological safety in the role of medical education leadership. Safety does not imply that learners are not challenged or held accountable. In my opinion, the ideal leader is decisive but receptive to others’ opinions. Most importantly this ideal leader holds team members accountable for their actions in a safe space through teaching learners that mistakes are learning opportunities and providing encouragement. This encouragement leads to learners with more confidence. 

 In the book, A Practical Guide for Medical Teachers, McKimm and Lieff, describe various theories of leadership. I follow the model of transformational leadership in my role as an associate program director (APD) for the pediatric residency training program. I help residents identify goals in the educational and clinical arena. The four I’s of transformational leadership, mentioned in  McKimm and Lieff’s book, include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The first two, influence and motivation, are conveyed through coaching and mentoring of residents. Coaching is common during clinical encounters. Mentoring is provided frequently during feedback, individualized learning plans, and mentor-mentee meetings. Intellectual stimulation is provided through educational experiences and clinical encounters. Finally,  an example of individualized consideration can be demonstrated in guidance provided through career development.

In the model of  transformational leadership, I lead by example. This style of leadership establishes mutual respect and trust between the teacher and learners as the leader takes on the role of mentor and coach. The transformational leader in medical education inspires learners, fosters confidence through encouragement and models qualities that will create receptive and supportive future leaders in medicine. 

References

1. McKimm, J & Lieff, S (2013). Medical education leadership. In J Dent & R.M. Harden (Eds.), A practical guide for medical teachers (pp. 343-352). Churchill Livingstone/Elsevier.

2. Clavelle, J. T., & Prado-Inzerillo, M. (2018). Inspire others through transformational leadership. American Nurse Today, 13(11), 39-41.