Emotional intelligence, leadership development, undergraduate medical education
Digital Object Identifier (DOI)
Objective: Developing effective leaders in medicine is an educational issue and requires a medical school culture that recognizes, develops, and rewards leadership. This study provides a qualitative evaluation of the initial outcomes from the Scholarly Excellence, Leadership Experiences, and Collaborative Training (SELECT) program, developed by the University of South Florida Health Morsani College of Medicine as a training model for physician leadership and patient-centered care based on emotional intelligence. Methods: Semi-structured interviews were conducted with 1st year students and faculty involved in program development and implementation to elicit descriptions of their experiences. Field notes were analyzed using a constant comparative method to identify key words and themes. Results: Themes from students included: Acknowledging imperfection while pursuing excellence; embracing patient-centered care, and identifying as physician-leaders. Themes from faculty included: Believing in the teaching mission of the SELECT program, and viewing participation as an opportunity for personal and professional development. Participants described the transformational and empowering aspects of participating in a program that used emotional intelligence to train future physicians to practice medicine and lead change in team-based, patient-centered healthcare contexts. Conclusions: The initial success of the SELECT program demonstrates the value of early investments in self-awareness and coaching relationships for developing leadership skills in medical students.
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License
Citation / Publisher Attribution
Journal of Contemporary Medical Education, v. 2, issue 3, p. 163-167.
Scholar Commons Citation
Roscoe, Lori A.; English, Allesa; and Monroe, Alicia D. H., "Scholarly Excellence, Leadership Experiences, and Collaborative Training: Qualitative Results from a New Curricular Initiative" (2014). Communication Faculty Publications. 880.