From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model

Camilo Fernandez-Salvador; Rebecca Oney; Sungjin A. Song; Macario Camacho

doi:10.1186/s40779-017-0140-7

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From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model

LETTER TO THE EDITOR | Updated：2026-03-12

- From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model
- From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model
- MMR 2018年5卷第1期页码：90-91
- Affiliations：
  
  1.Department of Otolaryngology, Tripler Army Medical Center, Honolulu 96859, Hawaii, USA
  2.Otolaryngology-Head and Neck Surgery, Tripler Army Medical Center, 1 Jarrett White Road, Honolulu 96859, Hawaii, USA
- Author bio：
  
  *: cferna25@gmail.com
- Funds：
- DOI：10.1186/s40779-017-0140-7
  中图分类号：
- 纸质出版：2018-03
- Accepted：
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From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model[J]. MMR, 2018,5(1):90-91.

Fernandez-Salvador et al.: From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model. Mil Med Res, 2017, 4: 31
From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model[J]. MMR, 2018,5(1):90-91. DOI： 10.1186/s40779-017-0140-7.

Fernandez-Salvador et al.: From nuclear submarines to graduate medical education: applying David Marquet’s intent-based leadership model. Mil Med Res, 2017, 4: 31 DOI： 10.1186/s40779-017-0140-7.

摘要

Abstract

L. David Marquet

a decorated Navy Captain

transformed an under performing submarine crew by empowering his subordinates to be leaders and reach their full potential. He called this intent-based leadership (IBL). What would happen if Marquet’s model were implemented in Graduate Medical Education (GME)? In this letter to the editor

we summarize the potential of the IBL model in graduate medical education as opposed to the traditional leader-follower method. IBL harnesses human productivity toward the shared goals of GME

which are patient care and trainee learning. This shift in mindset could lead both teachers and trainees to focus more on the real reason that we undertake GME and change behaviors for the better. We suggest that IBL can and should be adopted in GME and propose that both patients and providers will benefit from this action.

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