Bridging the Gap:Innovative Leadership Training in Residency/Fellowship Education
Purpose: Professional leadership training is a critical attribute that has gained greater awareness within entry-level to post-professional education. New core competency standards proposed by the American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) have specifically identified professional leadership as an essential domain for the resident and fellow-in-training; however, there are limited resources for assessing and developing curriculum in this area. In 2017, the Residency-Fellowship Education Special Interest Group (RFESIG) of the Academy of Physical Therapy Education (APTE) commissioned a Think Tank to identify and share innovative and exceptional curriculum and mentor training models of across residency-fellowship specialty areas.In this educational session, members of the Think Tank will share innovative examples of inter-professional models on leadership training that residency and fellowship programs can implement regardless of resources. This collaboration is the first of its kind for residency and fellowship education in PT, and represents an opportunity and challenge for all educators to bridge the gap in leadership training across the continuum of PT education. The scope of this educational session will also have relevance for academic educators and clinical instructors who play a key role in mentoring students in their community of practice.Methods and/or Description of Project: The profession is moving forward with rapid growth of residency and fellowship programs with 245 PT residencies and 51 fellowships, accredited by ABPTRFE. Since 1999, 3234 PTs have graduated from residencies with another 1518 graduating from fellowship programs(1). Though much growth is still needed in measuring outcomes, residency and fellowship education is at a level of maturity in program development where we need to step out of our program silos or specialty silos to communicate and share resources to advance PT education. Development of improved curricula on professional leadership development was a top need expressed by residency and fellowship program directors in a recent survey conducted by the RFESIG. This session will analyze and share leadership development resources from multiple programs across the country who have sought to 'bridge the gap’ in leadership training within their own organizations and communities including inter-professional collaborations. This presentation also has relevance for academic faculty designing curricula for pre-professional students and clinical instructors working with students in the clinic, as that supervision is the first critical step in their professional journey. (1) APTA. American Board of Physical Therapy Residency and Fellowship Education. www.abptrfe.org. Accessed March 8, 2016.Results/Outcomes: The learners will be able to take home numerous examples of didactic and clinical training resources that can be readily used in residency/fellowship programs, academic programs, and clinical settings to facilitate professional leadership development. These models will provide an array of options that can be implemented regardless of resources.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: The innovative training models and resources shared in this presentation will relate directly to the ELC 2018 themes of ”Leading through innovation” and ”Embedding leadership skills across didactic and clinical education.” The strength of the educational models comes also from the interprofessional collaboration which will be the underlying framework for the presentation. This is the first compilation and sharing of resources of this scope in residency and fellowship education.References: Hargett CW, Doty JP, Hauck JN. Developing a model for effective leadership in healthcare: a concept mapping approach. J Healthc Leadersh. 2017 Aug 28;9:69-78 Clapp JT, Gordon EKB, Baranov DY. Encouraging Reflexivity in a Residency Leadership Development Program: Expanding Outside the Competency Approach. Acad Med. 2018 Feb;93(2):210-213 Saravo B, Netzel J, Kiesewetter J. The need for strong clinical leaders - Transformational and transactional leadership as a framework for resident leadership training. PLoS One. 2017 Aug 25;12(8):e0183019 Desveaux L, Chan Z, Brooks D. Leadership in Physical Therapy: Characteristics of Academics and Managers: A Brief Report. Physiother Can. 2016;68(1):54-8. McGowan E, Stokes E. Leadership and leadership development within the profession of physiotherapy in Ireland. Physiother Theory Pract. 2017 Jan;33(1):62-71Course Objectives: Upon completion of this course, you will be able to: 1. Analyze existing competency documents and resources for professional leadership training in residency and fellowship programs. 2. Identify the essential components of leadership training to ensure comprehensive, interprofessional development of the resident or fellow-in-training. 3. Incorporate new innovative strategies for promoting learner engagement, team-based learning, reflection, theory-based education, and leadership development into residency-fellowship and academic curricula and into PT student clinical education activities. 4. Identify potential opportunities and barriers for the implementation of educational activities across program models and specialty areas.Instructional Methods: Lecture Application (Presentation of resource materials: how developed, challenges of development, budgetary issues, measurement of outcomes) Panel discussion (Develoment of communication platform for sharing across specialty areas)Tentative Outline/Schedule: Session Outline: 1. (15 mins) Discuss and compare the current concepts of professional leadership training as it relates to the continuum of physical therapy education. Identify APTA and component professional resources. Brief review of innovative models of leadership development in medicine and nursing - what we can learn from other professions. 2. (15 min) Provide background on Think Tank mission, goals and survey process. Describe common themes of model professional leadership curricula. 3. (40 mins): Provide various examples/training modles of residency-fellowship professional leadership development curricula: how developed and used within program, challenges including budgetary/resources considerations, innovative aspects of each model 4. (15 mins): Panel: Application of concepts to PT professional curricula and PT student clinical education. 5. (5 min): Q and A