Leadership

Supervisor: Dr Major Rupert (rwlm2@leicester.ac.uk)

We are offering an exciting opportunity for a SFP doctor to undertake a supervised leadership project with senior ICB clinical leaders with LUCID+ (Leicester, Leicestershire and Rutland Integrated Care Delivery Programme Plus) – an award-winning model of integrated care.

Building on the success of LUCID in chronic kidney disease, LUCID+ extends to cardiometabolic and respiratory disease, directly supporting the ambitions of the NHS Long Term Plan for earlier detection, personalised prevention, and integrated management of long-term conditions.

This project will focus on the doctor’s leadership skill development, providing a structured environment to explore how transformational leadership can inspire change across complex systems of care.

The successful applicant will be supported to:

• Inspire a shared vision by engaging with multidisciplinary colleagues across long-term conditions.
• Enable others to act through collaborative meetings and stakeholder discussions.
• Model best practice by reflecting on leadership behaviours in integrated pathways.
• Challenge processes constructively to understand barriers to system-wide improvement.

This will include:

• Facilitating at least two multidisciplinary discussions to practise leading without authority.
• Receiving structured feedback on communication and leadership style.
• Presenting personal reflections on leadership growth to the LUCID+ steering group.

This is a unique opportunity to develop leadership skills early in your career, with mentorship from senior clinicians.

Supervisor: Dr Debasish Das (dd216@le.ac.uk)

I am currently the academic lead for Clinical Reasoning vertical theme at the Leicester Medical School. Currently the teaching on clinical reasoning is predominantly based as short sessions at couple of the University days for each year group and not adequately reinforced on a regular basis. This is reflecting in suboptimal performance in many students, in both OSCEs and Short Answer Question type written assessment in relation to clinical reasoning approach. I am looking into embedding the adoption of clinical reasoning approach among the students at a much deeper level than currently used and to achieve this we need to understand the barriers to its adoption and what can be done to improve adoption of the approach among the students and also encourage the adoption of clinical reasoning based teaching among the clinical teachers across the different teaching providers in a more consistent manner. 

Supervisor: Professor Jeremy Howick (jh815@leicester.ac.uk)

Problem: Hybrid working, mental health concerns, intergenerational dynamics, and increased diversity have changed how organisations function, challenging both traditional and contemporary leadership models. Meanwhile, healthcare systems have witnessed failures linked to a lack of empathy that have resulted in avoidable harm according to the Kirkup, Ockenden, and Francis reports. To address this problem, we have developed a model of empathic leadership, and a course to teach it.

Methods: This fellowship will focus on contributing to the delivery of (alongside senior facilitators) and evaluating the effectiveness of the Leicester Empathic Leadership course. This will include the development of a Theory of Change (ToC), quantitative surveys, and qualitative focus groups.

Supervision: You will be supervised by Professor Jeremy Howick, experienced academic with over 250 peer reviewed papers. You will be hosted within the Stoneygate Centre for Empathic Healthcare.

By the end of the fellowship, you’ll have:

• Contributed to at least one peer-reviewed article.
• Advanced your clinical academic career with (if desired) assistance with applying for PhD funding.
• Enhanced your ability to deliver compassionate, patient-centred care.

Developed your teaching portfolio.

Supervisor: Dr Farhad Peerally (mfp6@le.ac.uk)

Endoscopy: Safety in endoscopy

Quality and Safety in Healthcare: Exploring causes to adverse events in healthcare; Organisational learning from patient safety incidents; Resilient systems in healthcare; Applying high reliability principles in systems design”