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The purpose of this study was to identify perceived learning needs of Charleston Area Medical Center (CAMC) staff physicians regarding leadership and management and to identify significant differences in the perceptions of learning needs for physicians by non-physician administrators. This study also examined the relationship between physician leadership learning needs and practice specialty and physician learning needs and number of years in clinical practice. This study also assessed desired educational format. The total population of staff physicians at CAMC (N = 490) and upper-level administrators at CAMC (N = 50) was surveyed. Data were collected utilizing a mailed questionnaire. The Survey of Physician Leadership Learning Needs was developed specifically for this study. The return rate for physicians was 60.04% and the administrators 84%. Data were analyzed using the Statistical Analysis Systems. An alpha level of.05 determined significance. This research study found that the number of years these physicians had spent in clinical practice affected only one of the ten leadership and management topics. Specifically, "communication and interpersonal skills" was felt to be more important the longer a physician had been in practice. Significant differences were found in six of the ten topics among specific specialties. Physician responses were compared to administrator responses. These two groups disagreed significantly regarding the importance of five of the ten leadership and management topics. Regarding format, this physician population preferred the Master's of Healthcare Administration which follows the national trend with 48% expressing interest in pursuing formal degrees. These physicians were also surveyed regarding faculty, location and time preferences for educational offerings. The results of this study support the majority of literature on which it was based. These research findings will be useful in the development of formal leadership and management educational programs and curricular design for physicians, potentially in the form of a partnership with a university. These results will also be useful as a model for other healthcare institutions and universities interested in utilizing leadership and management education to facilitate integration and reform.