Crafting study tasks among medical students: the role of authentic medical teachers
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RESEARCH ARTICLE
Open Access
Crafting study tasks among medical students: the role of authentic medical teachers Tuan Trong Luu1* and Thao Thanh Vo2
Abstract Background: Though leadership has been highlighted as a salient skill for medical teachers in the medical education literature, the role of authentic leadership style among medical teachers in activating medical students’ learning behaviors has not been explored. Our study seeks to examine the effects of medical teachers’ authentic leadership on study task crafting behaviors among medical students. Methods: Our study adopted a mixed-methods research design comprising observations of 100 surgical operations and 100 ward conferences led by medical teachers, and surveys on authentic leadership, study task crafting, and promotion focus. Structural equation modelling was utilized in the data analysis. Results: Medical teachers’ authentic leadership demonstrated positive effects on the two study task crafting behaviors (seeking resources (B = 0.36, p < 0.001) and seeking challenges (B = 0.21, p < 0.05)) but not on reducing study task demands (B = 0.11, p > 0.10). Promotion focus was found to strengthen such positive effects of authentic leadership on seeking resources (B = 0.23, p < 0.05) and seeking challenges (B = 0.18, p < 0.05). Illustrative excerpts of intraoperative and conference conversations are presented. Conclusions: Our study provided empirical evidence that medical students guided by authentic teachers expressed increased levels of study task crafting, which were further increased if medical students were promotion-focused. Keywords: Medical teacher, Authentic leadership, Task crafting, Promotion focus, Vietnam
Background Medical teachers play various roles in their career. They are medical experts, instructors, mentors, and leaders in the eyes of their students [1]. Nonetheless, while the extant literature has underscored the leadership role of medical doctors in their daily professional activities [2], it has devoted inadequate scholarly attention to the leadership role of medical teachers. Medical students’ engagement in daily study tasks in the clinical environment can be influenced by their medical teachers’ leadership style. When it comes to the * Correspondence: [email protected] 1 Swinburne Business School, Swinburne University of Technology, John Street, Hawthorn, Victoria 3122, Australia Full list of author information is available at the end of the article
leadership style of medical professionals, research has tended to center around transformational leadership [3]. Notwithstanding exerting some effects on follower behaviors [3], transformational leaders tend to view followers secondary to organizational goals [4] while authentic leaders place followers center-stage [5]. Authentic leadership refers to leading people through the modelling of self-awareness, relationship transparency, internalized moral perspective, and balanced processing of information [6] (p. 94). Therefore, adopting authentic leadership, medical teachers are able
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