General provisions

The course intends to give the students basic knowledge of significance for the ability to function professionally as leaders and co-workers in the day to day medical work.

The course includes 4 credits, distributed on three modules:

Sub-course 1: 1.5 credits

Sub-course 2: 2 credits

Sub-course 3: 0.5 credits

Entry requirements

For admission to a new term, passed compulsory parts are required from previous terms and all examinations, except one from the nearest previous term, must be passed. After interruption of studies, it is required that all courses from the previous terms are passed. The education follows a course of studies, which implies that the courses should be read in an established order.

Learning outcomes

Module I

The module includes four whole days teaching during semester 5

The student should after completed module be able to

• describe how views on leadership have changed, and how demands concerning leadership in health care differ, today as compared with a few decades ago
• explain general models for communication, based on a group and on a leadership perspective
• explain the significance of leadership in complex contexts
• explain what a functional view on leadership implies
• apply a functional view in analyses of own and others' behaviour
• explain how to give, receive and use feedback constructively, from a leadership perspective
• apply models for positive and negative feedback
• give examples of commonly occurring group psychological phenomena,
• identify commonly occurring group psychological phenomena in concrete situations
• give examples of commonly occurring destructive communication techniques
• identify commonly occurring destructive communication techniques in concrete situations and be able to give examples of they can be handled in a constructive way
• explain how to reach long-term results, when the aim is behavioural change

Module II

The module includes a written home assignment during semester 6 and five days of teaching during semester 10.

The student should after completed module be able to

• apply psychologically based methods for behavioural change
• describe, and reflect on, the fundamental value and the aims that apply to the Swedish health care system
• describe how the Swedish health care system is organised and structured, on a national -, county council -, and at hospital level.
• describe how health care in Sweden be financed and have knowledge of basic concepts in health economy
• give examples of and explain the difference between some different methods for quality improvement work
• describe the contents of relevant laws and regulatory frameworks within health care and be able to reflect on their application in the clinical work

Module III

The module includes two days teaching during semester 11

The student should after completed module be able to

• discuss physicians' role in organisational development
• discuss the significance of different perspectives in healthcare, and why they are important to understand in quality improvement work
• describe and give examples of constructive communication in quality improvement work
• explain the importance of some basic factors of significance for successful quality improvement work
• give examples of some different tools for quality improvement work

Content

Students are introduced to basic theories and practical models of significance for the ability to function professionally as leaders and co-workers in day to day medical work.

Instruction

Teaching during semester 5 and semester 11 consists of theoretical sessions and practical exercises.

Semester 6 includes a written home assignment. Teaching during semester 10 is mainly theoretically based and takes place in the form of lectures and seminars

Assessment

For more information concerning the regulatory framework on absence from compulsory parts and rules for participation in examination, see programme curriculum in the students' guide.

All teaching during module I is compulsory. Compensation during ongoing semester is not possible. Missed teaching can only be compensated through participation in the equivalent course part when the course is given the next semester/semesters. Students who need to compensate for missed teaching should apply to the course administration. The number of students who, during each semester, may compensate missed teaching is limited.

Requirements for passing module II, consist of having a passed home assignment semester 6, having attended compulsory teaching during semester 10 and having passed a written exam semester 10.

Students who have failed an examination have the right to write the exam again, for up to four times (in total five examinations). If special circumstances apply can, the programme committee may allow participation in an additional exam. Each time the student participates in an exam counts as one exam. Submission of so-called blank exam papers is counted as an exam. The student has the right to request a change of examiner after two failed examinations.

All teaching that takes place during module III is compulsory.