Professional medical leadership: a relational training model

Abstract

Purpose – This paper aims to describe the educational philosophy and practice underpinning the Royal Australasian College of Medical Administrators (RACMA) program and how it is aligned with the needs of the Australian and New Zealand health care systems. Preparing future doctors as medical leaders requires keeping pace with developments in medical education and increased sophistication on the part of teaching and supervising faculty. Design/methodology/approach – This paper is a descriptive case study. The data are complemented by workforce data and excerpts from the RACMA Management and Leadership Curriculum. Findings – The RACMA has developed a program informed by current best practices in medical education. The educational underpinnings and instructional practices of the RACMA emphasize leadership as a collaborative social process and the importance of relational leadership in successful modern day practice. The ongoing development of the program has a focus on setting of clear learning objectives, regular and continuous feedback to trainees and reflective practice facilitated by the close relationship between trainees and their preceptor. Research limitations/implications – Although a site-specific case study, the application of relational models of teaching can be applied in other settings. Practical implications – The application of relational models of teaching can be applied in other settings. Social implications – This paper fulfils a social need to describe successful competency models used for medical leadership development. Originality/value – This paper fulfils an identified need to define competency models used as a foundation for medical leadership development.