Igniting Cultures of Transformation in Physical Therapist Education: Investing in Intentional Faculty Development
Purpose
Transforming education demands a culture that exhibits a readiness for change, a collective mindset ready for growth (in contrast to a mindset that is fixed on the status quo), an ability to orchestrate conflict effectively, and explicit efforts to implement intentional change through risk-taking and innovation. Transformational educational change requires dynamic high impact leadership behaviors that use new mental models to inspire a shared vision and to model the way (Kouzes and Posner, 2012, Swensen 2013).
Methods and/or Description of Project
Significant educational change is needed to ensure that students in all phases of physical therapist education (from DPT, to residencies, fellowships and advanced doctoral degrees) are equipped to lead and collaborate with colleagues to achieve the Triple Aim and to meet the needs of complex health care systems and the ever-evolving standards of practice. Transforming education demands a culture that exhibits a readiness for change, a collective mindset ready for growth (in contrast to a mindset that is fixed on the status quo), an ability to orchestrate conflict effectively, and explicit efforts to implement intentional change through risk-taking and innovation. Transformational educational change requires dynamic high impact leadership behaviors that use new mental models to inspire a shared vision and to model the way (Kouzes and Posner, 2012, Swensen 2013).
Yet, breaking through the culture of a group or, its pattern of learned shared assumptions that have worked well enough to be considered valid, requires individual and collective energy, commitment, behavioral change, and accountability (Schein, 2010). In our academic shared governance model, faculty, need to develop individual and collective leadership capacity to enable them to envision, implement, and sustain change at multiple levels, collectively with the administrator who has positional leadership in the organization (Spencer and Jordan, 2001, Bowman and Gallo 2011). Ideally, faculty development initiatives should systematically address a wide range of topics beyond curriculum/course content expertise and scholarship goals. It is essential that personal and interpersonal effectiveness, leadership styles, change management, conflict resolution and negotiation, team building and collaboration, and organizational change and development be considered in faculty development if we are to be successful in transforming our educational programs (Steinert, 2011).
In this program, we will discuss the need for intentional faculty development in order to ignite and/or sustain cultures of transformation and innovation in DPT education. We will analyze evidence-based models for transformational change, discuss assessment tools to measure individual and collective readiness for change, and examine models used to build cultures of innovation. Additionally, we will examine how to build and sustain cultures within education and clinical education environments that thrive on fostering transformational change, innovation, and leadership. Participants will be encouraged to explore action plans and to identify strategies to overcome cultural barriers to change within their personal environments.
Results/Outcomes
Access to evidence-based models and various assessment tools to strengthen change inititiatives within physical therapist eduaction.
Exposure to pragmatic strategies for establishing intentional faculty development.
Action planning and peer commitment.
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
Significant and transformational educational change is needed to ensure that students in all phases of physical therapist education (from DPT, to residencies, fellowships and advanced doctoral degrees) are equipped to lead and collaborate with colleagues to achieve the Triple Aim and to meet the needs of complex health care systems and the ever-evolving standards of practice.
Intentional faculty development is fundamental for igniting and sustaining change.
References
Bowman, L. G. & Gallos, J. V. (2011). Reframing Academic Leadership. San Francisco, CA: John Wiley & Sons, Inc.
Bowman, L.G. & Deal, T.E. (2013) Reframing Organizations: Artistry, Choice and Leadership- 5th edition. San Francisco CA: John Wiley and Sons/Jossey-Bass Inc.
Calhoun, J. G., Dollett, L., Sinioris, M. E. et al. (2008). Development of an Interprofessional Competency Model for Healthcare Leadership. Journal of Healthcare Management, 53(6), 375-391.
Desveaux, L., Nanavaty, G., Ryan, J., et al. (2012). Exploring the Concept of Leadership from the Perspective of Physical Therapists in Canada. Physiotherapy Canada, 64(4), 367-375.
Johansen, B. (2012). Leaders Make the Future (2nd ed.). San Francisco, CA: Berett-Koehler Publishers, Inc.
Schein, E. H. (2010). Organizational Culture and Leadership (4th ed.). San Francisco, CA: Jossey-Bass.
Steinert, Y. (2011). Faculty Development: The Road Less Traveled. Academic Medicine. 86(4): 409-411.
Spencer J, Jordan R. (2001). Educational outcome and leadership to meet the needs of modern health care. Quaity Health Care.10:ii38–ii45.
Swensen S, Pugh M, McMullan C, Kabcenell A. High-Impact Leadership: Improve Care, Improve the Health of Populations, and Reduce Costs. IHI White Paper. Cambridge, Massachusetts: Institute for Healthcare Improvement; 2013. (Available at ihi.org)
Wilson, J. G. (2010). Expanding the Role of the Physical Therapist by Integrating Practice Management Skills into Entry-Level Physical Therapist Preparation in the United States, Unpublished Dissertation, Rochester, NY: 1-195.
Course Objectives
Describe evidence-based models for transformational change.
Discuss models to assess individual and collective readiness for change amongst faculty in physical therapist education.
Examine how to build and sustain cultures within physical therapy core and affiliate/clinical faculty that thrive on fostering transformational change, innovation, and leadership.
Discuss leadership behaviors that foster cultures of change and innovation.
Develop action plans for intentional faculty development in order to ignite and/or sustain cultures of transformation in physical therapist education.
Instructional Methods
Lecture, Multi-Media
Small Group Discussion
Case Studies/Examples
Assessment & reflection
Action Planning
Tentative Outline/Schedule
Proposed Agenda: (90 min)
Introduction (5 min)
Framing the Need for Transformational Change in Physical Therapist Education (5 min)
Evidence-based models for transformational change (10 min)
Models to assess individual and collective readiness for change (10 min)
Exploring how to build and sustain cultures within physical therapy core and affiliate/clinical faculty that thrive on fostering transformational change, innovation, and leadership (25 min)
-Case Examples
Leadership behaviors that foster cultures of change and innovation (10 min)
Action Planning - Intentional Faculty Development (10 min)
Conclusion (5 min)
Q&A (10 min)