Empowering students as leaders of change: building agency and shaping the future of healthcare

Aims:
The Agents of Change (AoC) strand within the ScotGEM undergraduate medical curriculum prepares future doctors to lead healthcare transformation. The curriculum equips students with clinical skills and leadership capabilities essential for driving systemic change in healthcare delivery. By integrating key vertical themes the program ensures graduates are prepared to address both individual patient care and broader societal health challenges, ultimately improving Scotland’s health outcomes.
Methods:
The spiral curriculum is structured around several key components designed to foster leadership and innovation. Through a combination of experiential learning and taught material, delivered with Generalist Clinical Mentors (GCMs) and community educators these vertical themes include:
1.Service Learning: Students engage with local communities, gaining firsthand experience with diverse patient populations. This deepens their understanding of social determinants of health, such as access to care, health literacy, and environmental factors.
2.Healthcare Informatics: Training in data analytics, electronic health records, and technological tools enhances students' ability to support clinical decision-making and improve healthcare system efficiency.
3.Quality Improvement (QI): QI principles are embedded throughout the curriculum, enabling students to design and implement projects that improve healthcare processes and patient outcomes.
4.Prescribing and Therapeutics: Through practice-based clinical projects, students learn evidence-based prescribing practices, tailoring treatments to individual patient needs. This teaching embeds the principles of realistic medicine and precision medicine for a holistic, patient-centred approach to patient care.
5.Public Health: Students acquire knowledge of policies and strategies to address population health challenges, reduce disparities, and promote public health initiatives.
Results:
The integration of these components has led to significant positive outcomes for students, enhancing both their clinical expertise and confidence in change management. Through service learning, students deepen their understanding of community health needs and social responsibility. Projects using QI methodology allow students to apply their knowledge to real-world healthcare challenges, developing their problem-solving and leadership skills in improving healthcare processes. Students are proficient in using data to inform clinical decisions, preparing them to adapt to and lead technological advancements in healthcare. The public health strand provides the tools and knowledge to address population-level health issues, positioning them as future leaders who can influence policy and improve health outcomes on a broader scale.
Additionally, the inclusion of research skills in the curriculum has allowed dissemination of project findings through publications, conferences, and presentations to NHS boards, demonstrating the tangible benefits of the Agents of Change projects, showcasing their impact on healthcare improvement.
Conclusion
The Agents of Change strand within the ScotGEM curriculum equips students with the clinical, leadership, and system-wide thinking skills required to address individual patient care and societal health challenges. By integrating these components, students gain practical experience across multiple healthcare domains, ensuring they are prepared to lead transformative changes in Scotland’s healthcare system, contributing to a healthier future for the population.