BACKGROUND: Healthcare systems, universities, and plastic surgery societies have developed career opportunities to meet the demand for leadership training. However, plastic surgeons in low- and middle-income countries (LMICs) have limited access to these programs, despite the recognized value of leadership training in building sustainable surgical systems, empowering local healthcare autonomy, and enhancing global surgery leadership diversity. This study reports on the Surgeons in Humanitarian Alliance for Reconstruction, Research, and Education (SHARE) pilot leadership training for plastic surgeons in sub-Saharan Africa (SSA) and seeks to further clarify the global need for leadership development in plastic surgery.
METHODS: The SHARE leadership curriculum included two structured sessions conducted alongside its clinical training. Titled “Clinical Leadership” and “Knowing Yourself: Self-awareness, Working in Teams, and Mitigating Burnout,” these sessions were led by Dr. Atakiltie Baraki, an Ethiopian clinical leader and plastic surgeon. Participants were invited to complete a DISC personality assessment, evaluating behaviors in teamwork, communication, and productivity, and filled out post-session surveys to assess content relevance and future career impact. Themes were identified from qualitative responses, and descriptive statistics were calculated.
RESULTS: The cohort included 21 fellows from 11 SSA countries. Response rates were 67% for the DISC assessment and 36% for the post-session survey. Participants initially reported low confidence in their leadership style (mean Likert score: 2.91). Post-session scores indicated high satisfaction, with participants rating improved understanding of clinical leadership (4.74), the likelihood of curriculum influencing their leadership approach (4.61), and the DISC assessment’s usefulness (4.63). There was strong interest in additional leadership content (4.64). DISC results varied, offering insights for designing future sessions.
Open-ended responses highlighted:
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(1)
A need for a “new generation of young leaders… equipped to face challenges.”
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(2)
An interest in engaging in “clinical leadership schemes… rather than just being a clinician.”
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(3)
A desire to implement leadership training and DISC assessments at their institutions.
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(4)
Motivation to be better role models and to practice “dispute resolution and daily leadership skills.”
CONCLUSION: Leadership training can significantly benefit reconstructive surgeons in LMICs by complementing their technical training. Early results show that the SHARE leadership curriculum is both valuable and applicable. Future directions include refining the curriculum based on participant feedback and tracking its long-term impact on career development.