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Relationships Among Peer Teaching Experiences and Self-Reported Leadership Practices of Medical Residents
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Physicians are increasingly being called on to lead healthcare systems of all sizes. Healthcare organizations are looking to physicians as leaders because they are able to provide clinical insight coupled with operational acumen necessary to improve these complex systems (Angood & Birk, 2014). Despite the increasing need for physician leaders, few physicians have been formally trained to develop leadership skills (Gabel, 2012; Osborne, 2012). Some research has shown a link between leadership skill development and peer teaching experiences via incidental learning (Dandavino, Snell, and Wiseman, 2007; Ten Cate & Durning, 2007a; Micari, Gould, & Lainez, 2010; Vira, 2015). The purpose of this study was to explore the relationships among peer teaching experiences during undergraduate medical education (UGME) and self-reported leadership practices in medical residency. Data were gathered from medical residents utilizing a three-part survey instrument. This instrument was comprised of one open-ended question regarding qualities of the ideal leader of a medical team; the Leadership Practices Inventory (LPI), a leadership practices self-assessment tool; and a series of residency program, peer teaching experience, and demographics questions. The open-ended question was analyzed utilizing qualitative techniques. Quantitative data were analyzed via a series of multivariate analyses of variance (MANOVA). Overall results demonstrated significant relationships between leadership practices and overall peer teaching, tutoring, and groups based on internal medicine residency program. Qualitative findings added nuance to the quantitative findings. Results from this study may assist medical schools in developing leadership skills in medical students via incidental learning methods.