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The Relationship between Interprofessional Leadership Education and Interprofessional Practice: How Intensive Personal Leadership Education Makes a Difference

机译：专业间领导力教育与专业间实践之间的关系：强化个人领导力教育如何发挥作用

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OBJECTIVES To study the effects of the University of North Carolina at Chapel Hill (UNC) Interdisciplinary Leadership Development Program (ILDP) on interprofessional attitudes, beliefs, and use of skills. ILDP is a collaboration among five campus-based U.S. Maternal and Child Health Bureau-funded training programs. These programs included Leadership Education in Neurodevelopmental and Related Disabilities (LEND), Nutrition, Pediatric Dentistry, Public Health, and Social Work. METHODS Using a post-test design, participants in the ILDP from the five training programs were contacted to complete a web-based survey. LEND and Public Health graduates who had not participated in the ILDP were recruited for comparison. Using scales and open-ended questions, we asked graduates to rate the influence of ILDP on their attitudes/beliefs about interprofessional practice, to report the frequency of use of interdisciplinary skills, and to describe those influences on the use of skills in some detail. RESULTS The 208 respondents represented 60% of the graduates from 2001 through 2008. Graduates reported that the yearlong Interdisciplinary Leadership Development Program, a supplement to conventional discipline-based training influenced their interprofessional attitudes, beliefs, and the use of interprofessional skills. In particular, a 3-day Leadership Intensive workshop enhanced graduates’ understanding of individual leadership practices and heightened their appreciation of the assets and challenges of others working in groups. CONCLUSIONS With increasing focus on interprofessional health teams, many evaluations of training neither describe nor measure explicitly the elements of training that enable students to develop interprofessional attitudes, beliefs, and skills. In an evaluation that demonstrated these outcomes, we have described the key role of intentional, personal leadership training in producing these outcomes. Interprofessional training programs should be expected to provide logic models for the relationship between training and the desired outcomes.
机译：目的研究北卡罗来纳大学教堂山分校（UNC）跨学科领导力发展计划（ILDP）对跨职业态度，信念和技能使用的影响。 ILDP是由五个校园内的美国母婴健康局资助的培训计划之间的合作。这些计划包括神经发育和相关障碍（LEND），营养，小儿牙科，公共卫生和社会工作的领导力教育。方法使用测试后设计，与来自五个培训计划的ILDP参与者进行了联系，以完成基于Web的调查。招募了未参加ILDP的LEND和公共卫生专业毕业生进行比较。我们使用量表和不限成员名额的问题，要求毕业生评定ILDP对他们对跨专业实践的态度/信念的影响，报告跨学科技能使用的频率，并详细描述这些对技能使用的影响。结果从2001年到2008年，这208名受访者代表了60％的毕业生。毕业生报告说，为期一年的跨学科领导力发展计划是对传统学科培训的补充，影响了他们的跨专业态度，信念和跨专业技能的使用。特别是，为期3天的领导力强化研讨会提高了毕业生对个人领导力实践的理解，并增强了他们对团队合作的资产和挑战的理解。结论随着对跨专业医疗团队的关注日益增加，许多培训评估都没有描述或明确衡量使学生发展跨专业态度，信念和技能的培训要素。在证明这些结果的评估中，我们描述了有意识的个人领导力培训在产生这些结果中的关键作用。专业间的培训计划应该为培训和期望的结果之间的关系提供逻辑模型。

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