A qualitative study exploring how an Emergency Medicine leadership programme was received in Ghana

Abstract

Introduction Emergency Medicine (EM) is a developing specialty in several West African countries, where practitioners are increasingly assuming leadership roles despite limited training. The EM Leaders programme, originally designed for the UK context, offers leadership training tailored to EM. This study explores the reception, relevance, and adaptability of the EM Leaders programme when delivered in the Ghanaian EM context. Methods This qualitative study used focus groups conducted before and after the EM Leaders programme in Ghana, to explore participants’ experiences. Delegates in the programme were EM practitioners from Ghana (and two from Nigeria). The research followed a phenomenological approach with reflexive thematic analysis. Transcripts were analysed, audio data analysis was socio-culturally informed, and findings were triangulated with participants. Results Seven delegates took part as research participants. Key motivations for leadership learning included the rapid growth of EM as a specialty and early exposure to leadership roles without formal training and mentorship. The programme broadened participants' understanding of leadership beyond management to include teamwork, delegation, problem-solving, and self-awareness. Participants expressed a strong desire to formalise leadership training into local EM curricula. Contextual differences such as language, socio-cultural norms around hierarchy, and feedback practices were highlighted. Adaptations including socio-culturally sensitive examples, slower delivery, and diasporan engagement were suggested to optimise the programme’s relevance. The programme inspired participants to explore strategies for embedding leadership skills into their systems, despite challenges with human and financial resources. Conclusion The EM Leaders programme was positively received and demonstrated potential for applicability within the Ghanaian EM context. Incorporating additional management content, mentorship development, and socio-cultural tailoring could enhance its relevance and impact. Participants endorsed embedding formal leadership training within EM education, acknowledging its importance in an evolving healthcare landscape. This study suggests early signals for the programme’s transferability, and yet underscores the necessity of contextualising leadership development to advance global EM development.