Case study demonstrates experiential fellowship models cultivate leadership skills in healthcare professionals, highlighting practical training as a strategy for health system transformation.
Background An ageing population, rising chronic disease and workforce shortages challenge Singapore’s healthcare system. To meet these challenges, healthcare professional (HCP) leaders are needed to drive policy transformation, generate knowledge and build strategic networks. These skills are best developed through practice and application, reinforced through experiential learning. Objectives Our paper presents the concept, delivery and outcomes of the NHG Health and the Centre for Healthcare Innovation (CHI)’s systematic development of leaders, achieved through four Fellowship programmes and initiatives - Management Fellowship (MF); CHI Fellowship (CHI-F), NHG Health-LKC Medicine Clinician Scientist Fellowship (CSF) and Centre for Healthcare and Innovation - Future Leaders and Young Innovators Guild (CHI-FLYING). Methods MF develops HCPs into potential executive leaders, honing strategic planning skills through organisation-wide projects and senior mentorship. CSF builds clinician-scientists by integrating PhD training with domain specialisation. CHI-F prepares HCPs to lead healthcare transformation by exposing them to emerging healthcare priorities. CHI-FLYING fosters cross-sector collaboration, connecting young leaders through platforms such as interprofessional hackathons and engagements. Results Over 250 young leaders benefited from these initiatives. Feedback has been positive, appreciating hands-on, project-based learning that enables participants to rethink, reorganise and drive change in their setting. Conclusion NHG Health and CHI’s programmes play a pivotal role in shaping future healthcare leaders for Singapore, equipping them with the key skills such as critical thinking, strategic vision, and resourcefulness required to lead the future health systems. At NHG Health, these skills are honed firsthand through a blend of experiential learning and their culmination projects.
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Glass et al. (2026) studied this question.
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