Leadership Curriculum in Medical Education: Exploring Student and Faculty Perceptions in a US Medical School in Qatar

Figures & data

Figure 1 Breakdown bar of responses to whether leadership skills are adequately taught.

Figure 2 Participants’ responses about where leadership training takes place.

Abbreviations: MSEC, Medical Student Executive Council, an extracurricular position; PBL, problem based learning, an intracurricular activity.

Figure 3 Breakdown bar of responses to whether leadership is a core competence.

Figure 4 Participants’ responses about obstacles to implementing leadership training (All others: inadequate budget, other (unspecified)).

Figure 5 Concept map of leadership training in light of students’ and faculty’s perceptions.

Table 1 Codes Extracted from Qualitative Data

Trigger Questions	Codes Extracted from Interviews and Focus Group
Is leadership a core competency and should it be explicitly stated as such?	● Patient ownership ● Team management
Where does leadership training take place?	● Simulation ● Clinical experience ● Room to implement training
How are students’ leadership qualities assessed?	● Clinical performance ● Participation ● Not assessed
Is the amount of leadership training adequate?	● Inadequate
Is leadership training a priority?	● Lack of recognition