Name
Developing A Needs-Based Workshop For Emerging Medical Student Leaders
Date & Time
Tuesday, June 9, 2026, 10:19 AM - 10:34 AM
Location Name
Estes B
Speakers
Authors
Tracy Casanova Ph.D., MCG at Augusta University
Shannon Foley, MCG at Augusta University
Nathan Wilson M.D., MCG at Augusta University
Presentation Topic(s)
Student Support
Description
PURPOSE
At the Medical College of Georgia, student leaders regularly approached
faculty seeking guidance in navigating conflict within student organizations,
class governance, and student led clinics. Informal student feedback
highlighted a need for structured leadership training early in leadership
tenure. Literature supports early and skills-based leadership development to
strengthen student confidence and conflict management abilities.
METHODS
A leadership needs assessment was developed using informal feedback and
distributed to students serving as class executive board members, student
organization presidents, and student-run clinic coordinators. The survey
assessed leadership experiences, preparedness, interest in training topics,
and preferred timing of training. Descriptive statistics were used to
summarize results. Findings directly informed the design of a three-hour
leadership workshop scheduled for January 2026. A post-workshop survey will
evaluate perceived confidence after training and applicability of skills
learned.
RESULTS
188 student leaders completed the assessment, endorsing need for skills
improvement in order of importance: (1) navigating the liaison role between
students and faculty; (2) leading peers with greater experience; (3) conflict
resolution; (4) managing difficult team dynamics; and (5) time management and
delegation. Most students (70%) reported difficult experiences in their
leadership tenure with 40% expressing interest in formal leadership training.
Preferred timing for training was before assuming the role or within the
first three months (84%), indicating the value of early leadership
preparation.
CONCLUSION
Student leaders voiced clear need for structured, early leadership
development focused on conflict navigation, communication, and delegation.
Based on needs assessment results, we developed a voluntary targeted,
skills-focused workshop to support students at the start of their leadership roles.
Post-workshop evaluation will guide iterative refinement and inform the
development of a model for a longitudinal leadership curriculum that is
adaptable to student concerns and feedback.
At the Medical College of Georgia, student leaders regularly approached
faculty seeking guidance in navigating conflict within student organizations,
class governance, and student led clinics. Informal student feedback
highlighted a need for structured leadership training early in leadership
tenure. Literature supports early and skills-based leadership development to
strengthen student confidence and conflict management abilities.
METHODS
A leadership needs assessment was developed using informal feedback and
distributed to students serving as class executive board members, student
organization presidents, and student-run clinic coordinators. The survey
assessed leadership experiences, preparedness, interest in training topics,
and preferred timing of training. Descriptive statistics were used to
summarize results. Findings directly informed the design of a three-hour
leadership workshop scheduled for January 2026. A post-workshop survey will
evaluate perceived confidence after training and applicability of skills
learned.
RESULTS
188 student leaders completed the assessment, endorsing need for skills
improvement in order of importance: (1) navigating the liaison role between
students and faculty; (2) leading peers with greater experience; (3) conflict
resolution; (4) managing difficult team dynamics; and (5) time management and
delegation. Most students (70%) reported difficult experiences in their
leadership tenure with 40% expressing interest in formal leadership training.
Preferred timing for training was before assuming the role or within the
first three months (84%), indicating the value of early leadership
preparation.
CONCLUSION
Student leaders voiced clear need for structured, early leadership
development focused on conflict navigation, communication, and delegation.
Based on needs assessment results, we developed a voluntary targeted,
skills-focused workshop to support students at the start of their leadership roles.
Post-workshop evaluation will guide iterative refinement and inform the
development of a model for a longitudinal leadership curriculum that is
adaptable to student concerns and feedback.