ArticleMedical education online2025
The GLASS tool: a new lens for evaluating generalist leadership competencies for medical education.
Article in Medical education online, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- Application and effectiveness analysis of AI Intelligent tutoring system combined with knowledge graph in basic medical pathology teaching.BMC medical education · 2026Trial
- Pharmacology educators as leaders of programmatic assessment for safe prescribing in competency-based medical education.Frontiers in pharmacology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Recent shifts in medical education have moved curricula away from siloed, discipline-based courses toward competency-focused, integrated models. Leading within a longitudinal, integrated curriculum requires a distinct set of leadership competencies. To address this need, medical education leaders across five institutions collaborated to develop a generalist leadership framework. Using a modified Delphi process, the team conducted literature reviews reviewing both published and gray literature and held monthly meetings over six months. This process resulted in the identification of core competencies, organized into three domains: Humility and Life-long Learning, Supporting Diverse Collaborations, and Holistic Stewardship of the Curriculum. A competency based self-assessment tool, Generalist Leadership Assessment for Skills and Strengths (GLASS) Tool, was then developed around this framework. The GLASS tool was piloted and validated in workshops at three national medical education conferences. Feedback from these sessions demonstrated strong support for the tool, with an average of 94% agreement on the relevance and clarity of the competencies. Participants used the tool to self-assess their leadership competencies, with higher self-ratings observed in the domain of humility and life-long learning over holistic stewardship of the curriculum. The tool was refined based on expert input clarifying the milestones and consolidating the competencies. The GLASS tool is designed to support reflective leadership development across four levels of educational engagement: individual, departmental, institutional, and national. It offers a transparent approach for faculty development, leadership readiness, and strategic planning in evolving medical education environments.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.