A Curricular Model to Develop Leadership Attitudes and Actions in Students
Purpose: In an age where healthcare leadership is severely lacking, academic programs are charged with preparing practitioners capable of filling existing voids. Our profession faces multiple conflicts, including but not limited to, reducing variability of practice, confronting regulatory and political issues opposing best practice standards, and ensuring academic program outcomes address societal needs while managing escalating educational costs. Academic physical therapy must accept responsibility for producing graduates capable of embracing these challenges and meeting the demands of the confrontation. In many situations, however, students perceive ‘professional leadership development’ as a soft skill that will be developed post-graduation. Therefore, such efforts are frequently sidelined when clinical skill-oriented coursework beckons.Methods and/or Description of Project: During this presentation, we will demonstrate how professional development exercises have been threaded throughout the didactic and clinical curriculum. The components and sequencing of this development will be discussed in detail, beginning with professional socialization and developmental skill overview during the first semester; interprofessional simulations, service learning experiences, and advocacy development during the intermediate semesters; and developmental self-reflection during the culminating clinical curriculum. The resources and personnel involved in these efforts, as well as the vital involvement of students in the evolution of this process, will be reviewed.Results/Outcomes: The undertaken sequence for professional leadership development has been effective in providing a framework for continued development upon graduation. The presented sequence of activities will provide academic programs with a conceptual model for engaging students in the development of professional leadership skills and will further offer a conversational framework for student use when seeking mentorship within academic, clinical, and employment settings. Leadership outcomes will be presented as well as a review of the successes and lessons learned while developing these comprehensive efforts.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: This presentation relates directly to the conference theme, and specifically the subtheme of “embedding leadership skills across didactic and clinical education”. The presentation will enable participants to conceptualize the use of common didactic projects and tools that, when packaged together, offer an explicit pathway for students to realize leadership potential and skills.References: APTA Policies & Bylaws resources page. American Physical Therapy Association Web site. Best Practice for Mentoring Early-Career Proteges. HOD P06-12-16-05. http://www.apta.org/Policies/ProfessionalDevelopment/. Accessed March 26, 2018. APTA Recommended Resources for Developing Leadership Skills page. American Physical Therapy Association Web site. http://www.apta.org/LeadershipDevelopment/RecommendedResources/. Accessed March 30, 2018. Covey SR. The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. 25th Anniv. Ed. New York, NY: Simon & Schuster; 2013. Duckworth A. Grit: The Power of Passion and Perseverance. New York, NY: Scribner; 2016. Oliver C, Aggleton P. Mentoring for professional development in health promotion: a review of issues raised by recent research. Health Education. 2002; 102(1): 30-38.Course Objectives: By attending this presentation, participants will be able to: -Examine academic program practices for contribute to student self-awareness and reflection. -Appreciate the impact of resources from non-physical therapy / healthcare sources that might be instrumental for individual student development. -Discuss the continuum of need in leadership development within student cohorts. -Analyze curricular balance between professional skill and clinical skill development.Instructional Methods: Lecture, large group discussion, question / answerTentative Outline/Schedule: 15 min: Defining professional development, including leadership 40 min: Outline of course -Components of course -Sequencing of components -Resources and references for development -Student involvement 15 min: Outcomes in professionalism and leadership for program 20 min: Question / answer