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The purpose of this paper is to address the research question using qualitative research methods: how and why medically trained managers choose to undertake postgraduate management training?

This research used two qualitative methods to gather data. Both methods used purposeful sampling to select interviewees with appropriate management expertise, qualifications and experience. The first stage utilised convergent interviews and was exploratory. The five interviewees were managers and academics. The second stage used case research methodology and was confirmatory. The fifteen interviewees were medically qualified chief executives and chief medical officers. In total, 20 in-depth interviews were carried. Rigorous content analysis of data collected showed emergent themes.

The first theme that emerged was that doctors move into management positions without first undertaking training. The second theme was that doctors undertake such training in the form of a masters-level degree and/or a specialist fellowship. The third theme was that effective postgraduate management training for doctors requires a combination of theory and practice. The fourth theme was that clinical experience alone does not lead to required management competencies. The fifth theme was that doctors choose to undertake training to gain credibility.

This research was exploratory and descriptive in nature and limited to analytical rather than statistical generalisation.

This research has provided insights into the importance of understanding how and why doctors undertake postgraduate management training, and may assist policy makers and training providers in the development of such training for doctors.

The purpose of this paper is to explore the use of competences in medical education and training and to discuss some existing standards, curricula and competency frameworks used by the medical profession in both the UK and internationally to inform leadership development.

This research reinforces the message delivered by the medical profession and policy makers in recent years that all doctors should attain management and leadership competences in addition to clinical knowledge and skills to be an effective and safe practitioner. In the UK, this message and research has helped inform the development of a Medical Leadership Competency Framework (MLCF) published by The Academy of Medical Royal Colleges[1] and NHS Institute for Innovation and Improvement[2].

Widespread acceptance of the MLCF is now resulting in the integration of leadership and management competences into all undergraduate and postgraduate curricula.

Other countries with similar histories of low medical engagement in planning, delivery and transformation of services may also benefit from the research undertaken and the MLCF

The paper shows that the MLCF may well inspire more doctors in the future to seek formal leadership positions.

The purpose of this paper is to provide a summary of a research and consultation project being undertaken by the NHS Institute for Innovation and Improvement and The Academy of Medical Royal Colleges to develop an integrated medical management and leadership competency framework. This will apply to all doctors in training at undergraduate and postgraduate levels and post‐registration.

A literature review and consultation approach has been adopted. By interviewing appropriate stakeholders from medical professional, educational, service and regulatory bodies, a high level of awareness and engagement has been realised. This should pay dividends at the implementation phase.

Whilst some management and leadership is included within current curricula, it is highly variable both in terms of its coverage and relevance. At undergraduate level, it is often covered within professional development modules. At postgraduate level, some exciting initiatives are offered for some doctors but no integrated, systematic and coherent framework exists. Findings from the research are influencing the design and content of the emerging competency framework.

The approach used has provided a good range of information however, neither an exhaustive set of views or a full literature review has been obtained.

Introduction of the Medical Leadership Competency Framework will have a significant impact on how doctors are trained. To be deemed an effective and safe doctor in the future, competence in both clinical and wider non‐clinical competences including management and leadership will be required.

This paper will raise awareness of this important initiative and offer a methodology for other clinical professional groups, nationally and internationally.

The teaching and learning of anatomy has experienced a significant paradigm shift. The present study assessed the level of knowledge in anatomy in medical postgraduate students and explored the impact of interventions in the form of anatomical videos on knowledge obtained. An awareness of the importance of human anatomy for clinical skills was created to ensure a certain level of competence be achieved by the end of the anatomy course.

Postgraduate medical students were recruited from various specialties on voluntary basis. The first step was to conduct a preliminary screening exam to determine the level of anatomical knowledge. The students were then divided into two groups at random, one of which received no intervention (the control group), and the other of which watched the videos with content that was pertinent to the practical demonstrations (intervention). To assess the effects of the video intervention, a post-test was administered to all students.

Both spot tests (SPOTs) and short answer question (SAQ) components for scores of all the regions from the intervention groups were comparable to the scores obtained by the post-test control group, although the findings were not significant (p > 0.05). However, the intervention group from the abdomen (ABD) region did perform significantly better (p < 0.05) than the screening test score.

The results of the research study imply that interventions like anatomical videos can bridge the postgraduate trainee’s anatomy knowledge gap in a practical method which will immensely help in increasing their knowledge.

Attempts to modernise the National Health Service (NHS) in the UK involve promoting flexible approaches to work and training, restructuring postgraduate training and increasing control and scrutiny of doctors' work. However, the medical community has responded with expressed anxiety about the implications of these changes for medical professionalism and the quality of patient care. This paper aims to address these issues.

Drawing on literature on nostalgia, gender, identity and organisations, the paper explores the narratives of 20 senior NHS hospital doctors to identify ways in which doctors use nostalgia to react to organisational and professional challenges and resist modernisation and feminisation of medicine.

This paper illustrates how senior hospital doctors' nostalgic discourses of temporal commitment may be used to constitute a highly esteemed professional identity, creating a sense of personal and occupational uniqueness for senior hospital doctors, intertwined with gendered forms of othering and exclusionary practices.

Nostalgia at first sight appears to be an innocuous social construct. However, this study illustrates the significance of nostalgia as a subversive practice of resistance with implications for women's career and identity experiences. Change initiatives that seek to tackle resistance need also to address discourses of nostalgia in the medical profession.

The main contribution of this study is that we illustrate how supposedly neutral discourses of nostalgia may sometimes be mobilised as devices of resistance. This study questions simplistic focus on numerical representation, such as feminisation, as indicative of modernisation and highlights the significance of exploring discourses and head counts for understanding resistance to modernisation.

To examine the content of the new Foundation Years Curriculum for newly‐qualified medical graduates in terms of its patient‐safety and risk‐management emphases. To examine briefly the impact the curriculum will have on medical trainers responsible for such issues.

Relevant sections of the curriculum are examined and reproduced within the article, along with the authors' reflections on theoretical and practical implications of its content, as applicable to current National Health Service (NHS) training of doctors. Areas of agreement with previous guidance given to the medical profession from other sources are discussed.

The curriculum gives an appropriate emphasis to patient‐safety issues. The practical achievement of its broad and ambitious aims will present major, though not insurmountable, challenges to those delivering the training of newly‐qualified doctors within the NHS.

This paper should help those involved in delivering the new curriculum consider the relevant patient‐safety and risk‐management issues that it raises and begin the process of practically achieving them. It should demonstrate the importance of maintaining a patient‐safety outlook as the focus of training for newly‐qualified doctors.

Physicians are often ill-equipped for the leadership activities their work demands. In part, this is due to a gap in traditional medical education. An emergent international network is developing a globally relevant leadership curriculum for postgraduate medical education. The purpose of this article is to share key learnings from this process to date.

The Toronto International Summit on Leadership Education for Physicians (TISLEP) was hosted by the Royal College of Physicians and Surgeons of Canada, and the University of Toronto’s Faculty of Medicine and Institute of Health Policy, Management and Evaluation. Of 64 attendees from eight countries, 34 joined working groups to develop leadership competencies. The CanMEDS Competency Framework, stage of learner development and venue of learning formed the scaffold for the work. Emotional intelligence was selected as the topic to test the feasibility of fruitful international collaboration; results were presented at TISLEP 2015.

Dedicated international stakeholders engaged actively and constructively through defined working groups to develop a globally relevant, competency-based curriculum for physician leadership education. Eleven principles are recommended for consideration in physician leadership curriculum development. Defining common language and taxonomy is essential for a harmonized product. The importance of establishing an international network to support implementation, evaluation, sustainability and dissemination of the work was underscored.

International stakeholders are collaborating successfully on a graduated, competency-based leadership curriculum for postgraduate medical learners. The final product will be available for adaptation to local needs. An international physician leadership education network is being developed to support and expand the work underway.

The purpose of this paper is to determine the impact of an integrated Medical Leadership Programme (MLP) on a cohort of participating specialty doctors and the NHS services with which they were engaged.

This was a qualitative study designed to obtain rich textual data on a novel training intervention. Semi-structured interviews were conducted with participating MLP trainees at fixed points throughout the programme in order to capture their experiences. Resulting data were triangulated with data from extant documentation, including trainees’ progress reports and summaries of achievements. Recurring discourses and themes were identified using a framework thematic analysis.

Evidence of the positive impact upon trainees and NHS services was identified, along with challenges. Evidence of impact across all the domains within the national Medical Leadership Competency Framework was also identified, including demonstrating personal qualities, working with others, managing services, improving services and setting direction.

Data were drawn from interviews with a small population of trainees undertaking a pilot MLP in a single deanery, so there are inevitable limitations for generalisability in the quantitative sense. Whilst the pilot trainees were a self-selected group, it was a group of mixed origin and ability.

The study has provided valuable lessons for the design of future leadership programmes aimed at doctors in training.

Identifying the effectiveness of an innovative model of delivery with regard to the Medical Leadership Curriculum may assist with medical staff engagement and support health service improvements to benefit patient care.

Uses an empirical investigation based on a survey of junior doctors in five NHS trust hospitals, to examine their attitudes towards both the general principle of clinical involvement in hospital management and the particular prospect of exercising such a role themselves. Finds that junior doctors, with few exceptions and irrespective of grade, were very positive towards clinical management roles in NHS trusts and were almost universally keen to assume management responsibilities when they were more senior. At the same time, finds junior doctors to have little concept of the doctor‐ manager role or the recognized and demanded specific preparation for assuming management responsibilities.

In previous research, personality and exposure to psychiatry were independently shown to shape medical students attitudes towards psychiatry (ATP). This paper aims to investigate the role of psychiatry placements and personality types on medical student attitudes towards psychiatry (ATP).

All medical students from four consecutive years at Cambridge University, UK were invited to take part in an online questionnaire including the ATP-30 Questionnaire and The Big Five Factor personality Inventory (BFI).

Students who had completed their psychiatry placement had more positive ATP than students who had not (t = −3.24, adjusted p = 0.004). However, this was not reflected in an increased self-reported likelihood of choosing psychiatry as a career (t = 0.28, adjusted p = 0.78). Higher agreeable personality scores were associated with both a higher willingness to take up psychiatry as a career (linear model estimate 0.06; p = 0.03), and more positive ATP (linear model estimate 0.14; p < 0.0001).

This work seems to confirm that exposure to psychiatry improves attitudes towards psychiatry. Agreeable personality traits were also associated with a higher willingness to take up psychiatry postgraduate training. These findings might help shape future campaigns to improve the profile of psychiatry training. Future research on this topic is needed to address whether improved ATP among medical students can longitudinally improve recruitment into post-graduate psychiatry training.