Integrate MLM education longitudinally with experiential learning and robust program evaluation¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The review recommends embedding MLM as a longitudinal, explicitly structured component of UME. It concludes that "Embedding MLM as a longitudinal, explicitly structured component of UME, supported by experiential learning opportunities and robust program evaluation, can better prepare future physicians to lead effectively in increasingly complex and evolving healthcare systems." This addresses the current underemphasis on systems-based leadership and the absence of long-term evaluation.

Design Implications¶

Context¶

Requirements¶

• Institutional commitment and faculty capacity to deliver leadership teaching

Constraints¶

• Curriculum saturation consistently emerges as a barrier to implementing additional educational content

Target Learners¶

• undergraduate medical students

Target Learning Goals¶

• leadership capacity building across intrapersonal, interpersonal, and organizational domains

Claims¶

• Assessment commonly relied on reflective practice and multi-source feedback, with organizational competencies infrequently assessed [+W]
• Curricula predominantly featured interactive and experiential teaching methods such as simulation and project-based learning [+W]
• Intrapersonal and interpersonal competencies are widely represented across curricula whereas organizational-level competencies appear in relatively few studies [+W]

Related Strategies¶

• Offer MLM training as elective modules or student-selected components to ease curriculum overcrowding
• Integrate simulation as a curriculum-embedded component with trained instructors and technological infrastructure
• Design RaT programs as longitudinal, integrated curricula with structured instruction, direct practice, formative feedback, and ongoing coaching
• Evaluate and assess experiential learning modules longitudinally to build pre-service teachers' pedagogical skills
• Integrate grief training throughout the medical curriculum using interdisciplinary collaborations and experiential learning opportunities

Examples¶

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Key Sources¶

• Alhadithi Ahmed, Almansour Mohammed. (2025). Leadership and management competency frameworks in undergraduate medical education: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-025-08489-6