Context

Leadership skills are essential for health professions educators, who are expected to be involved in curriculum, institutional and stakeholder management, but are often overlooked. The absence of leadership skills has often been identified as the reason for the failure of education initiatives such as curriculum implementation, assessment reforms and programme accreditation (Aldrich & McLure, 2023; Maduforo et al., 2024; Pate & Angell, 2013). Commonly cited gaps include lack of communication and engagement, inadequate support and guidance, and reluctance to embrace a collaborative and adaptive leadership approach. Unlike training programmes on teaching pedagogy and research, leadership training is less likely to be prioritized in resource constrained settings. Generic leadership training often lacks contextual relevance for medical education and case studies, challenges and solutions do not reflect the cultural, political or economic context of participants. Courses often reflect Western cultural norms, including assertiveness and self-promotion, which conflict with Asian values that place more emphasis on relationship building, modesty and hierarchical respect. This leads to concern among participants, making them feel they need to act out of character to fit into prevailing leadership models. Consequently, they may struggle with preserving authenticity while adapting to new leadership paradigms.

Intervention

To address these gaps, a bespoke 4-day leadership course was designed and conducted, leveraging the expertise of a visiting professor from the United Kingdom. The course was attended by twenty-five academics who were programme directors and associate deans from various schools. They were health professions educators predominantly of Asian origin. They held postgraduate qualifications including Master or PhD degrees.

At the beginning of the course, various leadership theories were introduced to help participants understand different leadership styles and how to apply them effectively. Recognised local leaders who held academic leadership positions as Vice-Chancellor, Deputy Vice-Chancellor or Registrar, were invited to share their leadership experiences with participants. The purpose was to ensure that the local perspectives and credibility were highlighted. To enable the participants to practise their leadership skills in a supportive environment, the participants worked in groups to undertake a practical leadership exercise outside their area of expertise. Two groups each took turns observing and giving feedback to each other on their performance and team dynamics during the exercise.

To provide authenticity and real-world relevance to their learning, the course included a group task in which participants applied their developing leadership knowledge and skills to projects aligned with the theme of digital transformation in education. This theme was chosen to reflect the institution’s strategic priority of fostering personalised, flexible, and inclusive learning experiences, ultimately developing lifelong learners equipped to navigate emerging technologies in their future careers. With the rapid advancement of technology reshaping educational delivery and experiences in unprecedented ways, it is essential for academics to engage with these innovations confidently rather than resist them. This practical component enabled participants to explore how they could leverage existing institutional resources and effectively lead transformative change. Towards the end of the course, each participant presented their own leadership journey, reflecting on what they had learned. This encouraged self-reflection and helped consolidate their learning.

Implications

The course encouraged self-reflection and fostered greater self-awareness of individual leadership styles, all within the framework of a growth mindset. Through the leadership exercise that included peer feedback, participants gained new insights into their own leadership approaches, many of which they had not previously recognised. While initial disagreements arose in some cases, participants were able to engage in open discussions and share diverse perspectives constructively.

The participants’ feedback highlighted several key lessons:

1) Everyone has the potential to be a leader, though leadership styles vary based on personality, skills, experience, and context.

“Everyone has the potential to lead by setting a positive example, making thoughtful decisions, and supporting their team.”

2) A Collaborative leadership approach is preferred aimed at supporting team members towards shared goals.

“Leadership is increasingly seen as inclusive and collaborative rather than hierarchical. A Leadership Course can reinforce the value of diverse perspectives, showing how a collaborative approach can enhance decision-making and problem-solving.”

3) Effective leaders serve as role models who demonstrate adaptability and resilience in navigating uncertainties and complexities.

“In my opinion, leadership is not always about making big decisions or directing a team, it is about setting a good example, being reliable and taking initiative in small ways that positively impact others.”

4) Emotional intelligence and empathy are essential for building collaborative relationships and leading effectively.

“This course has broadened my perspective on leadership by highlighting the importance of adaptability and emotional intelligence. I realized that different situations and team dynamics call for different approaches. Flexibility and empathy are essential to guide teams effectively.”

5) Leaders have an intrinsic will to learn, grow, and make a difference. The sharing by the local leaders provided participants with real-world insights and inspiration.

“Recognizing the value of feedback, resilience, and adaptability in leadership encourages a growth mindset, making people more open to learning and evolving in their roles.”

A variety of digital transformation projects were developed by the participants, ranging from the use of virtual reality in clinical training, development of online inter-professional learning programmes, to development of an administrative system to improve the efficiency of accreditation documentation at the institution. The participants demonstrated confidence and sense of accomplishment as they presented their projects. They successfully linked the significance of their projects to the teachers’ roles as managers, innovators and researchers, utilising an evidence-based approach to lead their digital transformation initiatives. The course’s impact was particularly evident in the subsequent progress of these proposed initiatives despite challenges arising from technological, human, institutional and systemic barriers.

Conclusion

Leadership training should be contextualised to reflect the unique environment, resource availability, role expectations and needs of the learners. Thoughtful selection of role models enhances relevance, fosters relatability and empowers learners. Culturally sensitive adaptation and local role modeling supports leadership identity, especially in adapting to different leadership paradigms. This leadership course has broadened the perspectives of our health professions educators, emphasising transformational and situational leadership to foster collaboration and individual well-being. The focus has empowered participants to confidently embrace change and to strengthen their academic leadership roles, enhancing their resilience and adaptability.

References

Aldridge, J. M., & McLure, F. I. (2023). Preparing Schools for Educational Change: Barriers and Supports – A Systematic Literature Review. Leadership and Policy in Schools, 23(3), 486–511. https://doi.org/10.1080/15700763.2023.2171439

Maduforo, A. N.., Scott, S., & Scott, D. E. (2024). Navigating neoliberal waters: Building capacities and skills for effective instructional leadership in higher education. International Journal for Leadership in Learning, 24(1), 191–225. https://leadershiplearning.ca/index.php/ijll/article/view/48/91

Pate, J. C., & Angell, L. R. (2013). Factors community college faculty consider important to academic leadership. Kentucky Journal of Higher Education Policy and Practice, 2(1), 1. https://uknowledge.uky.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1022&context=kjhepp

Authors

Hui Meng Er

Hui Meng Er is the Pro Vice-Chancellor, Education, at the IMU University, Malaysia. She provides academic leadership in education and plays a key role in mentoring academic staff, fostering professional growth and teaching excellence.

Siti Suriani Abd Razak

Siti Suriani Abd Razak is the lecturer and Programme Director for the Postgraduate Programmes in Health Professions Education at IMU Centre for Education, IMU University, Malaysia. She contributes to faculty development, educational research, curriculum design, and the coordination of academic activities.

Dame Jane Dacre

Dame Jane Dacre is Emeritus Professor of Medical Education at UCL in London. She was the Ronald Harden Visiting Professor at IMU in 2025.

Declaration of interests

We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: none.