Leadership Skills in Undergraduate Medical Education at the University of Costa Rica

Abstract

This article aimed to explore the perceptions of third-year medical students at the University of Costa Rica regarding the leadership skills (LS) they have acquired as part of their professional training. The research followed a qualitative approach using a case study design. Semi-structured interviews were conducted with three students who had participated in community outreach activities and hospital clinical rotations. Data were analyzed through thematic coding based on Braun and Clarke’s method. The analysis began with one main theme and four subthemes; subsequently, two overarching themes emerged, the first comprising three subthemes and the second four. The findings revealed a critical perception of leadership within medical settings, where authoritarian and hierarchical models prevail, hindering student participation. Nevertheless, positive experiences were also identified that helped strengthen skills such as communication, empathy, creativity, decision-making, and teamwork. Participants recognized the need for leadership grounded in humanistic, collaborative, and ethical principles, as well as structured training that intentionally fosters these competencies from the undergraduate level. The study concluded that leadership skills in medicine should be addressed through a comprehensive pedagogical model that integrates technical competencies with soft skills in an environment that promotes trust, equity, and participation. It is recommended that educational institutions include specific training modules on leadership, foster inclusive learning environments, and establish emotional support strategies during clinical practice.