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Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams.

Maryam Alizadeh1, Azim Mirzazadeh1,2, Dean X Parmelee3

  • 1a Department of Medical Education, School of Medicine , Tehran University of Medical Sciences , Tehran , Iran.

Teaching and Learning in Medicine
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Summary
This summary is machine-generated.

Adding reflection and feedback to Team-Based Learning (TBL) significantly advances medical students' leadership identity development. This intervention enhances progression through leadership identity stages more effectively than TBL alone.

Keywords:
leadership identity developmentreflection and feedbackteam-based learning

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Area of Science:

  • Medical Education
  • Leadership Development
  • Team-Based Learning

Background:

  • Leadership identity development is crucial for medical professionals.
  • Team-Based Learning (TBL) is an educational strategy used in medical schools.
  • Limited research exists on leadership identity development through reflection within TBL.

Purpose of the Study:

  • To investigate the impact of reflection and feedback on leadership identity development in medical students using TBL.
  • To determine if guided reflection and feedback enhance progression through leadership identity stages compared to TBL alone.

Main Methods:

  • Quasi-experimental design with pretest-posttest control group.
  • Intervention group received TBL with guided reflection and feedback; control group received TBL only.
  • Leadership identity assessed via reflection papers and quantitative measures; analyzed using Chi-square, t-tests, and regression.

Main Results:

  • Both groups started in the Awareness and Exploration stages of leadership identity.
  • The intervention group showed significant advancement to higher stages (Exploration, L-identified, Leadership Differentiated, Generativity) post-intervention.
  • The control group showed less progression, with most students remaining in the Exploration and Leader Identified stages.

Conclusions:

  • Integrating reflection and feedback into TBL significantly enhances medical students' leadership identity development.
  • The addition of reflection and feedback interventions amplifies the impact of TBL on leadership identity progression.