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Dissecting leadership education and assessment in surgery
  1. Raimand Morad1,
  2. Hemant Kumar1,
  3. Iain Snelling2
  1. 1 College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
  2. 2 Health Services Management Centre, School of Social Policy, University of Birmingham, Birmingham, UK
  1. Correspondence to Mr Raimand Morad, University of Birmingham College of Medical and Dental Sciences, Birmingham B15 2TT, UK; rxm575{at}


The importance of leadership is well recognised within surgery owing to the heavily teamwork dependent nature and uniquely dynamic working environment of the operating room. Teaching and assessment methods of leadership within UK surgical training has arguably lacked credence in comparison to the more tangible technical clinical competencies due to the fact that the daily tasks of surgeons are multifaceted and cannot be simplified into a tick-box exercise. As such, some surgical trainees perceive themselves to be minimally competent in their leadership ability. The new surgical curricula planned to be implemented by the Intercollegiate Surgical Curriculum Programme in August 2021 aims to address this by shifting leadership training and assessment towards an outcome-based approach, rather than a competency-based approach, with an emphasis on the role of the professional judgement of trainers as well as trainee self-reflection. This article explores these proposed changes by framing them within the context of the wider literature pertaining to surgical leadership education.

  • education & training (see Medical Education & Training)
  • surgery

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  • Contributors RM planned and drafted the structure of the editorial. RM, HK and IS researched the literature pertaining to surgical leadership. RM, HK and IS completed the write up of the editorial. IS provided comments and suggestions to improve the initial draft. RM, HK and IS made amendments and revisions resulting in the final manuscript. RM submitted the article for publication consideration.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; internally peer reviewed.