Leadership styles and skills among undergraduate medical students: A systematic review

Leadership is a vital competency for medical professionals, yet its integration into undergraduate medical education (UGME) remains inconsistent worldwide. While Western institutions incorporate structured leadership training, many developing countries rely on informal experiences, leading to varying levels of preparedness among medical graduates. This systematic review synthesizes evidence on leadership training approaches, competency development, and institutional barriers in UGME to identify best practices and implementation strategies. A comprehensive literature search was conducted in PubMed and Google Scholar following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Twenty-nine studies published between 2014 and 2024 met the eligibility criteria. Thematic analysis was used to categorize leadership training methodologies, assessment strategies, and regional differences. Simulation-based learning and mentorship programs emerged as the most effective training methods, enhancing decision-making, teamwork, and crisis management. However, major barriers included curricular constraints, faculty shortages, and a lack of standardized assessments. Western curricula emphasized strategic leadership and policy-making, whereas Indian UGME focused more on patient-centered leadership. Bridging leadership gaps in UGME requires structured education, standardized assessments, and faculty development. Future research should explore longitudinal impacts, cross-cultural comparisons, and artificial intelligence-driven training models to enhance leadership education globally.