Exploring physician leadership perceptions: Insights from first- and final-year medical students

Background Leadership competence is increasingly recognized as a critical priority for all physicians, but new graduates often feel only partially prepared for leadership roles. However, integrating more leadership education into the already saturated medical curriculum poses challenges regarding timing and implementation. This study explores this issue by comparing perceptions of medical students during their academic journey to determine if leadership education could begin at the onset of medical studies. Methods In 2021, internet-based questionnaires were administered to first- and final-year medical students at the University of Oulu, Finland. Participation rates were 100% (116/116) for first-year students and 98% (107/109) for final-year students. Responses to the open-ended question, "How should physicians be led?" were analyzed using qualitative inductive content analysis with thematization. Results The study identified three main thematic categories common to both groups: (1) traits, (2) leadership approach, and (3) healthcare culture. The theme of leadership approach was further divided into two subcategories: science-oriented leadership based on practice approach and goal-oriented leadership with support as needed. The theme of traits was divided into seven subcategories: education, role model, communication, empowerment, ethics, autonomy, and collegiality. No notable differences emerged between the two groups. Conclusions Consistent perceptions about physician leadership throughout medical education suggest that leadership education could commence from the first year. It can thus be integrated throughout the existing longitudinal learning of the medical curriculum. Integration into the existing curriculum could facilitate the development of leadership skills without extending the curriculum’s content.