Klaber, RE; (2016) Clinical Leadership: can the skills be learned by trainee paediatricians? Doctoral thesis , UCL (University College London).

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Abstract

Aim: To explore whether paediatricians in training can develop leadership skills through participating in a specifically designed leadership development initiative. Methods: A systematic review was conducted to explore the healthcare leadership literature for empirical evidence of different approaches to leadership development. Informed by this review, and conceptualised by key leadership theories, a work-based leadership development initiative was established within a newly formed trainee committee in the London School of Paediatrics. 32 paediatric trainee participants were recruited, and a comparator group came from within the wider trainee population. The trainee group recruited to the leadership initiative were also offered the opportunity to use a multi-source feedback tool to support their learning. The impact of the leadership development initiative was evaluated using a mixed methods approach. A web-based self-assessment questionnaire was designed, validated and then used as a pre- and post-intervention (12-months) quantitative measure. In addition focus groups were run pre- and post-intervention and framework analysis was used to explore the qualitative data. Results: The systematic review highlighted small areas of empirical evidence around leadership development within medicine. The quantitative analysis demonstrated a significant increase in the participants’ self-assessment scores between the pre-intervention questionnaire and the post-intervention questionnaire. Additionally, paired t-tests demonstrated statistically significant increases in scores relating to ‘developing networks and building & maintaining relationships’ and ‘working within teams and encouraging contribution’. The qualitative analysis highlighted the importance of personal development, team-working and understanding the wider context of healthcare systems emerged as important themes. Conclusions: This work helps to strengthen the understanding that clinical leadership skills and capabilities can be learned by trainee paediatricians. The results are suggestive of the positive impact of the intervention on many of the individuals involved, and despite some methodological weaknesses, this thesis has generated new evidence that can be used to influence the design and planning of other leadership development initiatives in the future.

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