Rethinking health professions' education leadership: Developing 'eco-ethical' leaders for a more sustainable world and future.

Abstract:

:In this commentary, we discuss health professions' education (HPE) leadership in relation to planetary health emergencies, suggesting that an 'eco-ethical leadership' approach is highly relevant. Building on both traditional and more contemporary leadership approaches and the need for HPE to be socially and environmentally accountable, we define the key features of eco-ethical leadership and its underpinning beliefs and values, then expand on these features in terms of leadership at intrapersonal, interpersonal, team, organisational and system levels. Eco-ethical leadership is needed to tackle a range of 'wicked' problems - a changing climate, environmental pollution, deforestation, all of which threaten global biodiversity and human civilisation. Such leadership requires passionate individuals to role model the behaviours and actions that are required to bring people along with them, not least the learners, many of whom are already concerned about their future. Eco-ethical leadership (and followership) offers an integrated approach for HPE, centred around sustainability, values, collaboration, justice, advocacy and, if need be, activism. The environment cannot not wait. Eco-ethical leaders already exist but their numbers are small. They are required in key positions in academia and healthcare to drive the agenda in partnership with learners, many of whom are already environmental advocates and activists.

journal_name

Med Teach

journal_title

Medical teacher

authors

McKimm J,McLean M

doi

10.1080/0142159X.2020.1748877

subject

Has Abstract

pub_date

2020-08-01 00:00:00

pages

855-860

issue

8

eissn

0142-159X

issn

1466-187X

journal_volume

42

pub_type

杂志文章
  • Development of a modified Cohen method of standard setting.

    abstract:BACKGROUND:A new 'Cohen' approach to standard setting was recently described where the pass mark is calculated as 60% of the score of the student at the 95th percentile, after correcting for guessing. AIM:This article considers how two potential criticisms of the Cohen method can be addressed and proposes a modified v...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2011.611192

    authors: Taylor CA

    更新日期:2011-01-01 00:00:00

  • Student perceptions about the occurrence of critical incidents in tutorial groups.

    abstract::The study reported here examines student perceptions about the occurrence of critical incidents in tutorial groups across years of medical training. The study investigates the following research questions. (1) Which factors underlie the occurrence of critical incidents in the tutorial group? (2) How do students rate t...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159002005596

    authors: de Grave WS,Dolmans DH,van Der Vleuten CP

    更新日期:2001-01-01 00:00:00

  • Clinical evaluation: physiotherapists' ranking of competencies.

    abstract::The competencies to be assessed as part of the process of clinical evaluation of students need to be determined. This paper describes a method establishing the emphasis or weights assigned to each area of competency. Clinicians and clinical educators were asked to rate a number of dummy student evaluation forms and th...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/01421599309006659

    authors: Sanford J,Stratford P,Solomon P

    更新日期:1993-01-01 00:00:00

  • How To…: Use Prepared TV Material and Films in Medical Education.

    abstract::The use of educational television requires special skills on the part of both teacher and student. The experience and research results of the Open University are used as a basis to describe some functions and associated pedagogical considerations of the use of television in medical education. Emphasis is placed on pre...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/01421598009071283

    authors: Durbridge N,Gale J

    更新日期:1980-01-01 00:00:00

  • Views of doctors of varying disciplines on HPAT-Ireland as a selection tool for medicine.

    abstract:BACKGROUND:Selection tools for medicine must achieve political validity and enjoy stakeholder acceptability. This qualitative study aimed to establish the perspectives of doctors, from various clinical specialities, on HPAT-Ireland, a new selection tool for undergraduate medical students. METHODS:Fifteen doctors parti...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2014.909012

    authors: Kelly ME,Gallagher N,Dunne FP,Murphy AW

    更新日期:2014-09-01 00:00:00

  • Quantifying error in OSCE standard setting for varying cohort sizes: A resampling approach to measuring assessment quality.

    abstract:BACKGROUND:The use of the borderline regression method (BRM) is a widely accepted standard setting method for OSCEs. However, it is unclear whether this method is appropriate for use with small cohorts (e.g. specialist post-graduate examinations). AIMS AND METHODS:This work uses an innovative application of resampling...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2015.1029898

    authors: Homer M,Pell G,Fuller R,Patterson J

    更新日期:2016-01-01 00:00:00

  • Going 'trans-E-3-ve': Educational principles for a new generation of medical students.

    abstract::Educating medical students represents a thrilling yet challenging task. In an era of research breakthroughs but also global health setbacks, there is a risk that scientists and educators focus on highly specialized areas of knowledge, neglecting interrelated systemic issues. Here, we argue that the education of medica...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159X.2020.1774529

    authors: Pericàs JM,Bosch X

    更新日期:2020-06-12 00:00:00

  • General surgical interns contributing to the clerkship learning environment of medical students.

    abstract:BACKGROUND:Junior doctors are increasingly promoted as clinical teachers but there is limited understanding of how they contribute to medical student clerkship learning. AIM:To describe contributions made by general surgical interns to the student clerkship learning environment. METHODS:The mixed-methods study involv...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2013.801550

    authors: Yu TC,Lemanu DP,Henning M,Maccormick AD,Hawken SJ,Hill AG

    更新日期:2013-08-01 00:00:00

  • Incorporating living from the heart into medical education.

    abstract::Medical training poses many challenges to trainees' wellbeing. To address the impact of learning in a high turnover, high volume, acute care setting in the General Internal Medicine Clinical Teaching Unit, the Chief Medical Resident, in this personal account, shares how she and the Spiritual Care Practitioner united t...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159X.2018.1426849

    authors: Boggild MK,Gold WL,Richardson L,Kinoshita K

    更新日期:2018-06-01 00:00:00

  • An evaluation of digital, split-site and traditional formats in conference poster sessions.

    abstract::The paper reports an evaluation of digital, split-site and traditional poster presentations at the Association for Medical Education in Europe (AMEE) conference in September 2004. The programme included 300 posters in 19 sessions, viewed, potentially, by 1265 conference participants, in parallel with other events. The...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/01421590600622806

    authors: Bell C,Buckley EG,Evans P,Lloyd-Jones G

    更新日期:2006-03-01 00:00:00

  • Twelve tips on engaging learners in checking health care decisions.

    abstract:BACKGROUND:Checking diagnostic and management decisions can help reduce medical error, however, little literature explores how this is best taught. AIMS:To provide practical advice to direct teaching practices. METHODS:The authors conducted a literature review using Medline and PsychInfo using search terms: check or ...

    journal_title:Medical teacher

    pub_type: 杂志文章,评审

    doi:10.3109/0142159X.2013.847910

    authors: Sibbald M,de Bruin AB,van Merrienboer JJ

    更新日期:2014-02-01 00:00:00

  • Learning in clinical practice: Stimulating and discouraging response to social comparison.

    abstract:BACKGROUND:Social comparison theory is relevant for learning in general. In a clinical context, we examined four hypotheses concerning: preferred other to compare with, preferred direction of comparison, response to social comparison and influence of personal social comparison orientation (SCO). AIM:To investigate the...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2010.497820

    authors: Raat J,Kuks J,Cohen-Schotanus J

    更新日期:2010-01-01 00:00:00

  • Promoting resiliency for interprofessional faculty and senior medical students: Outcomes of a workshop using mind-body medicine and interactive reflective writing.

    abstract:BACKGROUND:Health care professions faculty/practitioners/students are at risk for stress and burnout, impacting well-being, and optimal patient care. AIMS:We conducted a unique intervention: an interprofessional, experiential, skills-based workshop (IESW) combining two approaches: mind-body medicine skills and interac...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2016.1150980

    authors: Wald HS,Haramati A,Bachner YG,Urkin J

    更新日期:2016-05-01 00:00:00

  • Pharmacases.de - a student-centered e-learning project of clinical pharmacology.

    abstract:AIM:The aim of the project Pharmacases.de was to develop an innovative concept for creating high-quality e-learning content which integrates and promotes the theoretical and cooperative skills of final-year medical students and is easily adoptable by cooperating institutes and hospitals. METHODS AND RESULTS:A peer-tea...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2013.759642

    authors: Zollner B,Sucha M,Berg C,Muß N,Amann P,Amann-Neher B,Oestreicher D,Engelhardt S,Sarikas A

    更新日期:2013-01-01 00:00:00

  • The assessment and treatment of the acutely ill patient--the role of the patient simulator as a teaching tool in the undergraduate programme.

    abstract::The assessment and treatment of the acutely ill patient is an essential part of the role of the pre-registration house officer, and research has demonstrated that management of such patients in the ward setting is often sub-optimal. However, this is an area which is difficult to teach at an undergraduate level, partic...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/01421590600625130

    authors: MacDowall J

    更新日期:2006-06-01 00:00:00

  • Embracing the new paradigm of assessment in residency training: an assessment programme for first-year residency training in anaesthesiology.

    abstract::Assessment of clinical competence is facing a paradigm shift in more than one sense. The shift relates to test content, which increasingly covers a broader spectrum of competences than mere medical expertise, and to test methods, with an increasing focus on testing performance in realistic settings. Also there is a sh...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159021000061431

    authors: Ringsted C,Østergaard D,Scherpbier A

    更新日期:2003-01-01 00:00:00

  • Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students' non-technical skills.

    abstract:INTRODUCTION:Clinical decision-making, situation awareness, task management, and teamwork are key non-technical skills (NTS) required by junior doctors. Tactical decision games (TDGs) are low-fidelity classroom-based activities designed to develop proficiency in NTS. This study aimed to explore the feasibility and acce...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2016.1150979

    authors: Drummond I,Sheikh G,Skinner J,Wood M

    更新日期:2016-05-01 00:00:00

  • Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

    abstract:BACKGROUND:Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investig...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2016.1170781

    authors: Cecilio-Fernandes D,Kerdijk W,Jaarsma AD,Tio RA

    更新日期:2016-11-01 00:00:00

  • Increasing tensions in the ubiquitous use of technology for medical education.

    abstract::The ubiquitous use of technology in medical education creates increasing tensions related to the benefits and disadvantages of the ease of access to content and the opportunity to monitor online behavior. We recommend a collaborative understanding by all stakeholders, from learners and educators to higher education in...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159X.2018.1540773

    authors: Goh PS,Sandars J

    更新日期:2019-06-01 00:00:00

  • Training socially responsive health care graduates: is service learning an effective educational approach?

    abstract:BACKGROUND:Health care educators strive to train graduates who are socially responsive and can act as "change agents" for communities they serve. Service learning (SL) is increasingly being used to teach the social aspects of health care and develop students' social responsiveness. However, the effectiveness of SL as a...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2013.873118

    authors: Mc Menamin R,Mc Grath M,Cantillon P,Mac Farlane A

    更新日期:2014-04-01 00:00:00

  • Creating a test blueprint for a progress testing program: A paired-comparisons approach.

    abstract:CONTEXT:Creating a new testing program requires the development of a test blueprint that will determine how the items on each test form are distributed across possible content areas and practice domains. To achieve validity, categories of a blueprint are typically based on the judgments of content experts. How experts ...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159X.2017.1403015

    authors: von Bergmann H,Childs RA

    更新日期:2018-03-01 00:00:00

  • A systematic review of the published literature on team-based learning in health professions education.

    abstract:PURPOSE:Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-language articles regardin...

    journal_title:Medical teacher

    pub_type: 杂志文章,评审

    doi:10.1080/0142159X.2017.1340636

    authors: Reimschisel T,Herring AL,Huang J,Minor TJ

    更新日期:2017-12-01 00:00:00

  • Policy and attitude-related reasons for gender disparity in post allocation for graduate medical education in Austria.

    abstract:OBJECTIVE:A previous study found that in Austria 50.3% physicians (m: 43.2%, f: 58.6%) have not attained their chosen specialty. We aimed to explore the policy - and attitude-related reasons for gender disparity in training post allocation. METHODS:This cross-sectional study used a quantitative and a qualitative metho...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/01421590903202488

    authors: Spiegel W,Kamenski G,Sibitz I,Schneider B,Maier M

    更新日期:2010-01-01 00:00:00

  • Lifelong learning skills: how experienced are students when they enter medical school?

    abstract::Widening participation initiatives together with changes in school curricula in England may broaden the range of lifelong learning skills experience of new undergraduates. This project examines the experience levels of current students, as a comparative baseline. First-year medical students completed a questionnaire o...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/01421590410001711544

    authors: Whittle SR,Murdoch-Eaton DG

    更新日期:2004-09-01 00:00:00

  • How we established a new undergraduate firm on a Medical Admissions Unit.

    abstract::Medical Admission Units (MAUs) were introduced in the UK in the 1980s primarily driven by a governance and service improvement agenda. In the UK this has led to the development of Acute Medicine as a specialty in its own right, together with a strong role of this specialty in postgraduate teaching. In contrast, the ro...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/0142159X.2014.886769

    authors: Nazir T,Wallis S,Higham J,Newton K,Pugh M,Woywodt A

    更新日期:2014-11-01 00:00:00

  • Competency-Based Medical Education implementation: Are we transforming the culture of assessment?

    abstract::Purpose: Adopting CBME is challenging in medicine. It mandates a change in processes and approach, ultimately a change in institutional culture with stakeholders ideally embracing and valuing the new processes. Adopting the transformational change model, this study describes the shift in assessment culture by Academic...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159X.2019.1584276

    authors: Griffiths J,Dalgarno N,Schultz K,Han H,van Melle E

    更新日期:2019-07-01 00:00:00

  • Self-perceived attitudes and skills of cultural competence: a comparison of family medicine and internal medicine residents.

    abstract::This study surveyed resident perceptions of competent cross-cultural doctor-patient communication as a step toward developing an integrative primary care cross-cultural curriculum. Respondents were 57 first-, second- and third-year residents in family medicine (FA) and internal medicine (IMA) who completed a questionn...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/0142159031000100454

    authors: Shapiro J,Hollingshead J,Morrison E

    更新日期:2003-05-01 00:00:00

  • You couldn't make it up. Or could you?

    abstract::Revalidation is the new method by which doctors in the UK will stay on the medical register. Most doctors will take the appraisal route to revalidation--that is, they will undergo annual appraisals and five successful appraisals will result in revalidation. So there is a lot riding on appraisal. But it relies almost c...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/01421590500441752

    authors: Walsh K

    更新日期:2006-02-01 00:00:00

  • Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes.

    abstract:BACKGROUND:e-learning is established in many medical schools. However the effectiveness of e-learning has been difficult to quantify and there have been concerns that such educational activities may be driven more by novelty, than pedagogical evidence. Where some domains may lend themselves well to e-learning, clinical...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.1080/01421590802334317

    authors: Gormley GJ,Collins K,Boohan M,Bickle IC,Stevenson M

    更新日期:2009-01-01 00:00:00

  • Clinical undergraduate examination--voluntary patients' perspective.

    abstract:AIM:Real patients are generally recruited to participate in assessment of medical students all over the world in their clinical examinations. In the past, such voluntary patients were taken for granted. However, this is no longer true nowadays. METHOD:A questionnaire survey was conducted on 72 patients who participate...

    journal_title:Medical teacher

    pub_type: 杂志文章

    doi:10.3109/01421590903398224

    authors: Gandhi A,Leung GK,Patil NG,Wong J

    更新日期:2010-01-01 00:00:00