우리나라 의과대학 교수를 위한 리더십 역량모델 탐색 |
이영석1, 오동근1, 김명언2, 이윤성3, 신좌섭4 |
1ORP연구소 2서울대학교 심리학과 3서울대학교 의과대학 법의학교실 4서울대학교 의과대학 의학교육실 |
Exploration of a Leadership Competency Model for Medical School Faculties in Korea |
Yong seok Lee1, Dong Keun Oh1, Myungun Kim2, Yoon Seong Lee3, Jwa Seop Shin4 |
1ORP Institute, Seoul, Korea. 2Department of Psychology, Seoul National University, Seoul, Korea. 3Department of Forensic Medicine, Seoul National University College of Medicine, Seoul, Korea. 4Division of Medical Education, Seoul National University College of Medicine, Seoul, Korea. |
Corresponding Author:
Jwa Seop Shin, Tel: +82.2.740.8175, Fax: +82.2.740.8072, Email: hismed1@snu.ac.kr |
Received: September 17, 2010; Revised: October 27, 2010; Accepted: November 3, 2010. |
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ABSTRACT |
PURPOSE: To adapt to rapid and turbulent changes in the field of medicine, education, and society, medical school faculties need appropriate leadership. To develop leadership competencies through education, coaching, and mentoring, we need a leadership competency model. The purpose of this study was to develop a new leadership competency model that is suitable for medical school faculties in Korea.
METHODS: To collect behavioral episodes with regard to leadership, we interviewed 54 subjects (faculties, residents, nurses) and surveyed 41 faculties with open-ended questionnaires. We classified the behavioral episodes based on Quinn and Cameron's leadership competency model and developed a Likert scale questionnaire to perform a confirmatory factor analysis. Two hundred seven medical school faculties responded to the questionnaire.
RESULTS: The competency clusters that were identified by factor analysis were professionalism, citizenship, leadership, and membership to an organization. Accordingly, each cluster was linked with a dimension: self, society, team (that he/she is leading), and organization (to which he/she belongs). The clusters of competencies were: professional ability, ethics/morality, self-management, self-development, and passion; public interest, networking, social participation, and active service; motivating, caring, promoting teamwork, nurturing, conflict management, directing, performance management, and systems thinking; organizational orientation, collaboration, voluntary participation, and cost-benefit orientation.
CONCLUSION: This competency model that fits medical school faculties in Korea can be used to design and develop selection plans, education programs, feedback tools, diagnostic evaluation tools, and career plan support programs. |
Keywords:
Professionalism;Citizenship;Leadership skill;Membership |
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