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Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues.

This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement.

Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods.

There is widespread inclusion of MLM in UK medical schools’ curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students’ desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these.

This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

Prior to the 1970s, the enrollment of black students in U.S. medical schools was less than 3%. One-third of these students attended the three historically black medical schools that existed at that time. In 1970, the Association of American Medical Colleges (AAMC), representing the nation's medical schools, made a commitment for reaching parity of black medical student enrollment to that of the proportion of blacks in the U.S. population. The goal was that the enrollment of black students should reach 12% of total medical school enrollment. Within four years the enrollment of black students more than doubled to 7.5% by 1974. This greater than 100% enrollment increase was attributed to medical schools’ change in their commitment to affirmative action (Petersdorf, Turner, Nickens, & Ready, 1990; Cohen, Gabriel, & Terrell, 2002).

Medical education is an evidence-driven professional field that operates in an increasingly regulated environment as compared to other fields within universities. The purpose of this paper is to establish the extent to which Porter’s five competitive forces framework (Porter, 2008) can drive the management of medical schools in Australia.

Drawing on data from semi-structured interviews with over 20 staff from 6 case study Australian medical schools, this paper explores Australian medical education, by looking at the current policy context, structure and interactions between organizations within the system.

The findings provide evidence that environmental forces affect the nature of competition in medical education, and that competitive advantage can be gained by medical schools from a sustained analysis of the industry in which they operate in. Consequently, it is possible to apply a pre-dominantly profit-oriented framework to higher education.

As an industry facing increasing pressure toward marketization and competition, the findings provide sufficient evidence that an analysis of higher education as an industry is possible.

The findings provide evidence that strategic leadership and management in higher education should encompass greater levels of delegation and decision making at all levels. Effective leadership should focus on creating an inspiring vision of the future through a sustained analysis of the industry in which they operate.

The study has made a key contribution through an industry analysis of Australian medical education, which provide important implications for leadership and management in higher education. The study is of significant value to researchers as well as senior management in higher education.

Although recent public attention has focused on boom-and-bust cycles in industries and financial markets, organizational theorists have made only limited contributions to our understanding of this issue. In this chapter, I argue that a distinctive strategic insight into the mechanisms generating boom-and-bust cycles arises from a focus on entrepreneurial inertia – the lag time exhibited by organizational founders or investors entering a market niche. While popular perceptions of boom-and-bust cycles emphasize the deleterious effect of hasty entrants or overvaluation, I suggest instead that slow, methodical entries into an organizational population or market may pose far greater threats to niche stability. This proposition is explored analytically, considering the development of U.S. medical schools since the mid-18th century.

A postal questionnaire was sent to the librarians of thirty‐two medical schools in the United Kingdom. From this, information on twenty‐four (75 per cent) of their libraries was obtained and statistically analysed by computer. These statistics indicated that: medical students are generally better provided with library facilities than their non‐medical colleagues; medical schools in London tend to have library provisions inferior to those in the provinces; the impact of a changing curriculum on the library—and the library's need to respond—are recognized; and librarians are also aware of the increasing need to educate medical undergraduates in the use of a library and its resources. It is suggested that further research of the topic might be undertaken, with a different method.

Key forces shaping higher education drive institutions to make strategic choices to locate themselves in niches where they can make use of their resources effectively and efficiently. However, the concepts of strategy and strategic positioning in higher education are contested issues due to the nature and complexity of the sector and the university. As an industry facing increasing pressure toward marketization and competition, this study calls for an analysis of higher education, as an industry, in a more business-oriented framework. This chapter makes a contribution to scholarly research in higher education by applying Porter’s five forces framework to medical education. In doing so, it provides a foundational perspective on the competitive landscape, its environment, its organizations, and the groups and individuals that make up the higher and medical education sector.

The only comprehensive list of British medical libraries hitherto available has been that in The Aslib directory 1928, and there is an extended account of those in London in Reginald Rye, The students' guide to the libraries of London (3rd ed., 1927), pp. 362–77. The new list, here put forward, is intended to bring the information from those two books of reference up to date, after nearly twenty years. British libraries are briefly listed among ‘Medical libraries outside North America’ in the Medical Library Association's A handbook of medical library practice, ed. Janet Doe, Chicago, American library association 1943, chapter 1, appendix 2, pages 41–64. The meagre information in that list, if contrasted with the detailed documentation of American and Canadian libraries in successive issues of the American medical directory, accentuates the need for us to know ourselves better. Several, perhaps many, medical librarians have had to compile lists of kindred libraries for their own convenience. A list which I had thus prepared seemed to Aslib to offer adequate basis for a Directory of British medical libraries, and in order to complete it Aslib issued a questionnaire in the autumn of 1944 to libraries known to possess medical collections and to hospitals, medical societies, and medical institutions throughout the British Isles. The information obtained from the generous response to this questionnaire is epitomized in the list which follows. I am responsible for all omissions and errors and I hope that those who detect any will supply corrections and additions so that this preliminary list may be revised and become a definitive Directory.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

The purpose of this paper is to explore the meaning of child health as applied by school doctors in the Netherlands and the way it was adapted to the rapidly improving standard of living and the increasing importance of mental health after the Second World War. The extension of the concept beyond physical health into emotional and social well-being is particularly interesting as the school medical inspection was the only public child-hygienic service in a country where religious groups opposed the extension of public hygienic care into parenting and the family.

On the basis of secondary literature, the paper discusses the early development of Dutch school medical inspection from a comparative perspective. Changes in the national authority’s and the school doctors’ concepts of what a “healthy” child was between the 1930s and 1970 are examined using a variety of primary sources. These concern both the national discourse and sources that shed light on the daily practice of school medical inspection from the single province for which these are available.

Although they adopted a new and more inclusive concept of health in theory, school doctors in the Netherlands were reluctant to actually take up issues of mental health in their daily practice. This reluctance was inspired by the fear of losing their pivotal role in child hygiene and their status as public servants.

Studies in the history of school medical services have focussed mainly on their establishment and development as an institution. They seldom extend into the post-war era and do not discuss the extension of the inspection into mental health.

Purpose: This chapter examines the implementation of lesbian, gay, bisexual, transgender, and queer (LGBTQ) health curricula in medical education, focusing on how this content is presented to students to understand if these curricula can fulfill goals of achieving healthcare equity for LGBTQ populations.

Methodology: This research draws on data from six months of participant observation of an academic medical center and school and 28 interviews with medical faculty, students, community members, administrators, and LGBTQ Health Center employees.

Findings: This research has three findings: (1) this medical school has variable definitions for LGBTQ health, making it a hybrid form of knowledge based in (a) understanding the unique health needs of; (b) being culturally competent to; and (c) being a (structural) advocate for LGBTQ patients; (2) LGBTQ health is integrated into multiple courses in the curriculum; and (3) LGBTQ health is becoming a medical specialty frequently delivered to students by LGBTQ health experts.

Research limitations and implications: This research used snowball sampling to recruit participants engaged in LGBTQ health at the institution; it therefore risks self-selection bias. Findings from this study are not generalizable.

Originality: This research argues that LGBTQ health experts engage in a new kind of diversity and inclusion work because (1) these health experts are not always LGBTQ identified; (2) this work is not necessarily unpaid or involuntary; and (3) it involves a hybrid knowledge requiring an understanding of LGBTQ identity, medical knowledge, and social science. Because these LGBTQ health experts opt into this work, and broadly define it, a message available to other physicians and students is that LGBTQ health remains elective.