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Area of Science:

  • Health Professions Education
  • Interprofessional Practice
  • Leadership Studies

Background:

  • Shared leadership models emphasizing collaboration are vital for effective interprofessional practice.
  • Developing these leadership skills in future health professionals is a key component of interprofessional education.
  • Assessing the acquisition of shared leadership concepts is crucial for student learning and program evaluation.

Purpose of the Study:

  • To evaluate the effectiveness of a two-year longitudinal interprofessional education curriculum.
  • To assess the acquisition of shared leadership competencies among health science students.
  • To utilize the seven pillars of servant leadership as a framework for interprofessional practice and assessment.

Main Methods:

  • A qualitative analysis of student reflections was conducted.
  • Student reflections served as a summative assessment at the end of the curriculum.
  • The seven pillars of servant leadership were used as coding categories for analysis.

Main Results:

  • All seven pillars of servant leadership were identified in student reflections, indicating acquisition of shared leadership competencies.
  • The most frequently reflected pillars were compassionate collaborator, skilled communicator, and puts people first.
  • Foresight was the least represented servant leadership pillar in student reflections.

Conclusions:

  • Student written reflections are a valuable summative assessment tool for evaluating leadership skill acquisition.
  • The interprofessional education curriculum effectively fostered shared leadership competencies.
  • Reflection analysis can inform curriculum improvement and identify areas needing further development, such as foresight in leadership.