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Patterns in Clinical Leadership Learning: Understanding the Quality of Learning about Leadership to Support Sustainable Transformation in Healthcare Education

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  • Riikka Hofmann

    (Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK
    Hughes Hall, University of Cambridge, Cambridge CB1 2EW, UK)

  • Claudia Pik Ki Chu

    (Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK)

  • Alison Twiner

    (Hughes Hall, University of Cambridge, Cambridge CB1 2EW, UK)

  • Jan D. Vermunt

    (Eindhoven School of Education, Eindhoven University of Technology, P.O. Box 513, 5600 MB Eindhoven, The Netherlands)

Abstract

Frontline doctors’ clinical leadership (CL) is key to addressing healthcare sustainability challenges. Research shows CL requires professional learning. Significant investments into CL development notwithstanding, little evidence exists of how frontline clinicians learn leadership, highlighting an educational sustainability challenge. We propose a fundamental constitutive step towards understanding CL professional development (PD) through theorising and analysing CL-learning mechanisms and their association with clinicians’ leadership competences required for sustainable healthcare development. This mixed-methods study developed a concept of leadership learning patterns to assess doctors’ learning processes associated with sustained innovation. It analysed a post-course dataset of past participants of a CL-PD course ( N = 150) and a pre-post dataset of an online CL-PD ( N = 34). EFA demonstrated a reasonable factor model for the Leadership Learning Inventory, measuring two dimensions of doctors’ leadership learning patterns: Meaning-oriented and Problematic learning. Qualitative and quantitative analyses showed that Meaning-oriented learning increased significantly during CL-PD and is linked with sustainable leadership competences. This study suggests that the concept of leadership learning patterns is useful for evaluating the quality of clinical leadership learning processes during PD. It offers a conceptually and empirically sound way to assess clinical leadership learning involved in sustainable healthcare improvement, and the sustainability of educational interventions to support it.

Suggested Citation

  • Riikka Hofmann & Claudia Pik Ki Chu & Alison Twiner & Jan D. Vermunt, 2024. "Patterns in Clinical Leadership Learning: Understanding the Quality of Learning about Leadership to Support Sustainable Transformation in Healthcare Education," Sustainability, MDPI, vol. 16(10), pages 1-20, May.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:10:p:4165-:d:1395578
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    References listed on IDEAS

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    1. Zhanming Liang & Peter Howard & Jian Wang & Min Xu, 2020. "A Call for Leadership and Management Competency Development for Directors of Medical Services—Evidence from the Chinese Public Hospital System," IJERPH, MDPI, vol. 17(18), pages 1-19, September.
    2. Alla Mostepaniuk & Turgay Akalin & Mohammad Reza Parish, 2023. "Practices Pursuing the Sustainability of A Healthcare Organization: A Systematic Review," Sustainability, MDPI, vol. 15(3), pages 1-21, January.
    3. Yue Chen & Yuantao Jiang & Aibing Zheng & Yunzhu Yue & Zhi-Hua Hu, 2023. "What Research Should Vocational Education Colleges Conduct? An Empirical Study Using Data Envelopment Analysis," Sustainability, MDPI, vol. 15(12), pages 1-18, June.
    4. Geerts, Jaason M. & Goodall, Amanda H. & Agius, Stevie, 2020. "Evidence-based leadership development for physicians: A systematic literature review," Social Science & Medicine, Elsevier, vol. 246(C).
    5. Jane Boeske, 2023. "Leadership towards Sustainability: A Review of Sustainable, Sustainability, and Environmental Leadership," Sustainability, MDPI, vol. 15(16), pages 1-18, August.
    6. Xiaoqi Wang & Lianghong Hui & Xin Jiang & Yuhan Chen, 2022. "Online English Learning Engagement among Digital Natives: The Mediating Role of Self-Regulation," Sustainability, MDPI, vol. 14(23), pages 1-21, November.
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