在一个学术医疗中心的内部教师领导力培训计划的持续影响
Leena Nahata1,2, Cynthia A Gerhardt1,2, David P Way3
1Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA.
Journal of healthcare leadership
|August 6, 2025
概括
教师领导研究所 (FLI) 计划显著改善了参与者的领导能力. 这些持续的好处在计划后的7年内得到观察,突出了该计划对领导力发展的长期影响.
科学领域:
- 医学教育 医学教育
- 领导力发展 领导力发展
- 学术健康中心 学术健康中心
背景情况:
- 教师领导计划对于学术健康中心 (AHC) 是至关重要的.
- 评估这些计划对领导能力和成就的长期影响至关重要.
- 了解教师发展举措的持续有效性是机构增长的关键.
研究的目的:
- 评估教师领导计划对参与者感知到的领导力有效性和成就的持久影响.
- 为了比较程序参与者的结果与教师成员的对照组.
- 确定领导力计划参与是否影响学术卫生中心的职业发展.
主要方法:
- 一个为期一年的教师领导力研究所 (FLI) 计划被实施.
- 95名FLI参与者与156名教师对照进行了比较.
- 调查评估了感知到的领导能力和在课程后7年获得的职位.
主要成果:
- 与对照组相比,FLI参与者在领导技能方面的感知效率明显更高.
- 参与者在26个领导技能领域中的16个方面表现出显著的改善.
- 虽然FLI参与者占据了更多的领导职位,但在调整后,这种差异在统计学上并不显著.
结论:
- 该FLI计划证明了对感知到的领导力有效性的持续积极影响.
- 福利在不同性别和种族之间是一致的.
- 进一步的研究应该探索转化到系统层面的结果,强调继续教师发展的重要性.
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