Unit Lead: Cathy MacLean

Unit Supervisors: Anurag Saxena, Kent Stobart, Alanna Baillod

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This unit focuses on competencies the Clinician Educator (CE) will need in order to lead teams that have an education orientation. Leadership skills are an essential ingredient in the development of new curricula, the integration of education activities within the structure and function of academic organizations and systems, the mentoring of colleagues, and the negotiation and management of conflicts. This unit will provide the CE with the theoretical framework and practical skills that he or she will require to implement the activities planned in other units.

Prerequisites:  Foundations Unit

Although there are no other prerequisites, this unit may be best appreciated toward the midpoint or end of the diploma program, when concepts from the core units and increasing experience as an educator have been established.

Competencies Address in this Unit

A CE must be able to:

• Develop and describe his or her personal leadership philosophy
• Lead a team toward the completion of an education project

Key Documents

• Official Royal College Requirements for the Leadership Unit
• Check-in and check-out forms
• Final Unit Report (to be completed by Unit Supervisor)
• Leadership Task List 
• Reading List (see below)

Objectives

1.  Demonstrate comprehension of leadership theory and context, by

• describing the skills and characteristics of effective leaders in education
• analyzing his or her own leadership styles and skills
• describing the organizational structure and function of medical education systems in academic (regional or national) and clinical contexts

2.  Demonstrate good intrapersonal practices, by

• preparing a list of personal and professional leadership goals and a leadership vision
• applying time management tools to align the time allocated to tasks with personal values

3.  Demonstrate good interpersonal practices, by

• applying (in theory or in practice) a framework for dealing with conflict in an educational context
• identifying the skills required of an effective mentor

4.  Demonstrate good organizational and systems practices, by

• leading a team with the goal of completing a project
• applying (in theory or in practice) a framework for bringing about a change in an educational program
• describing the steps for strategic planning in medical education

Assessment

• Please refer to the Task List for the Educational Leadership Unit for a complete listing of the summative and formative assessments required for this unit.
• Final Unit Report (to be filled in by supervisor)

You can also check-out hard copies of resources the USask Faculty Development Library has available.  Visit them here.  For more information or to request a book, please contact medicinefaculty.development@usask.ca 

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