Abstract
PURPOSE: Leadership education in medical curricula lacks clear guidelines on which specific leadership skills should be emphasized at different stages. This study examines the valued traits of physician leaders as perceived by first- and final-year medical students, aiming to support stage-specific leadership education. METHODS: In 2021, online questionnaires were administered to first- and final-year medical students, with participation rates of 90% (104/116) and 79% (86/109), respectively. Responses to the open-ended question, "How would you describe a good physician leader?" were analyzed using qualitative inductive content analysis to identify valued traits, followed by thematization and comparative analysis between groups. Furthermore, trait frequency was quantified to assess its prevalence. RESULTS: Both groups shared core values, but the emphasis of specific traits shifted as students progressed through medical school. While both groups valued communication, fairness, approachability, empathy, and professionalism, final-year students placed greater emphasis on decisiveness, authority, and the ability to navigate complex clinical and administrative challenges. This comparison underscores the evolving understanding of leadership throughout medical education. CONCLUSIONS: These findings suggest that leadership education in medical curricula would benefit from a gradual and adaptive approach that aligns with students' evolving needs. Early-stage medical education should emphasize interpersonal skills, communication, emotional intelligence, accountability, and ethical decision-making. As students gain clinical experience, the focus should broaden to include decisiveness, strategic thinking, operational management, and decision-making under pressure. Integrating leadership training progressively throughout medical education, with increasing exposure to ethical and practical leadership challenges, may better prepare students for the complexities of contemporary healthcare leadership roles.