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Dr. Tamzin BattesonDr. Bill Gordon
DeWitt C. Baldwin Institute for Interprofessional EducationRosalind Franklin University of Medicine and Science
Effectively Teaching Leadership in the
Interprofessional Classroom
Disclaimers and Acknowledgments Drs. Gordon and Dr. Batteson have conflicts to declare related to this material.
We wish to acknowledge Mr. Stephen Florent as a colleague in the research that supports this presentation.
Objectives• To explore several activities and strategies
related to the teaching of Leadership at Rosalind Franklin University, and highlight some of the research that leads us there, and
• To discuss how others address this complex “non-discipline” to educationally and experientially prepare more effective healthcare providers
Demographics of class
• 204 Students, post-baccalaureate healthcare education
• Four disciplines:– Physician Assistant (Master’s first-year)– Pathologists’ Assistant (Master’s first-year)– Pharmacy (Doctoral third-year)– Physical Therapy (Master’s first-year)
Topics in the Syllabus• The value of teams, assessing outcomes• Mentoring and providing feedback• Ethics in IP practice• Implementation of the ACA• Risk management• Leadership styles• Marketing, financial resources• High performance teams and change
ObjectivesBy the completion of this course, you will be able to do the following: •Describe the most effective role for your professional discipline on an interprofessional healthcare team.•Develop an appropriate strategy for managing resources in your healthcare practice, including marketing and allocation.•Explain how the United States’ healthcare system is affected by the Affordable Care Act and how the Act impacts your practice.•Analyze risk management concerns and strategies in your health profession.•Utilize appropriate feedback tools for peers and ultimately employees.•Identify and apply in low-fidelity simulations best leadership practices, examining and adapting your preferred styles of leadership to meet the needs presented.
Classroom structure• RFUMS has designed learning spaces for
interprofessional learning– Round tables, 8 seats• Promoting collaborative learning, discussion, etc.
– Computer monitors for projection of PPT and document cameras
• Three rooms, seating 300, 200, and 100 respectively– We are utilizing the 300 room
Strategy: Driving Discussion• Microphones for tables • Questions with oblique solutions– Humor and affirmation
Initial Results 2014
Student Voices
Aims
• The primary aim of the research was to assess specific classroom activities within the 2014 leadership course that promoted successful team collaboration and leadership to aid in curriculum design for future courses on IPE leadership (2015, March to May).
• The purpose was to ascertain what low fidelity simulations students reported as being of primary success in facilitating immersive experiential leadership and team work skills whilst concurrently breaking down silos.
• Design – Descriptive statistics and a preliminary Thematic Analysis was conducted on the data.
• Materials – Student Individual Reflections were utilized to examine learning outcomes from a Low-Fidelity Simulation on Leadership Learning and peer to peer feedback
• Procedure – 204 Individual Reflections were de-identified and two independent researchers coded the essays using a rubric that was based on learning outcomes. Their codes were analyzed to ascertain whether they had 70% + agreement. Upon discussion, four themes out of the eight were collapsed into two, leaving six final themes.
Thematic Analysis
• A Thematic Analysis was conducted on the essays to ascertain what students in a leadership course reported learning across the quarter.
• Inter-rater reliability was assessed between the two independent coders. They reached 77.3% agreement across the papers.
Thematic Analysis
• Three themes were identified which were Theme 1 (addressing stereotypes), Theme 2 (active vs. passive learning) and Theme 3 (competitiveness).
Results
• Classroom activities were a vehicle by which leadership opportunities could be delivered, with a primary focus on skill-building experiences. The themes elicited from the reflection papers indicated that many students had no prior leadership experience or it had been largely different from the simulation offered in the classroom. As such, they observed that they had pre-formed incorrect stereotypes of what leaders were. Furthermore, the results garnered evidence that the students experienced greater learning from the active learning over the traditional lecture driven classes. Finally, it was apparent that the students gained more rapid team formation when the activities had a competitive design.
Implications for 2015
• As a result, they identified what was useful from these simulations, providing educators the opportunity to identify what was of value, and how the 2015 course curriculum should be re-designed to combine low-fidelity simulation and TBL in order to facilitate interprofessional team leadership that extended beyond tokenism.
Team composition activity• Divide disciplines into four corners of room• Stretch out into a single line• 3x5 card deck with group numbers in
sequence• Distribute and have students go to groups
Randomly formed teams, relatively the same numbers of disciplines per team
Strategy: Providing Peer Feedback• Peers provide evaluations via short form– Caps on points distributed
• Student reflects on feedback
Peer Evaluation Form *Adapted from “Peer Evaluation Short Form,” published by D.F. Baker (2008) in the Journal of Management Education, 32(2), 205.
Evaluate each member of your team by identifying the number that best reflects the extent to which he/she has participated, prepared, helped the group excel and was a team player. Use the following rating scale: 4- Usually (Over 90% of the time) 3- Frequently (more often than not) 2- Sometimes (less than half the time) 1- Rarely (never or once in a great while)
Preparation Prepared for team meetings; has read course material and understands the issues and subject matter; completes team assignments on time; attends and is on time for team meetings.
Participation & Communication ↓ Articulates idea effectively when speaking or writing; submits paper without grammatical errors; listens to others; encourages others to talk, persuasive when appropriate.
↓
Helps Group Excel ↓ ↓ Expresses great interest in group success by evaluating ideas and suggestions; initiated problem solving influences and encourages other to set high standards; doesn't accept just any idea but looks for he best ideas; stays motivated from beginning to end of projects.
↓ ↓
Team Player (Cooperation) ↓ ↓ ↓ Knows when to be a leader and a follower; keeps and open mind; compromises when appropriate; can take criticism; respects others. ↓ ↓ ↓
Member Name
↓ ↓ ↓ ↓
Team Player Helps Group Excel Communication Preparation
Name 1
Name 2
Name 3
Name 4
Name 5
Name 6
Name 7
Name 8 YOUR NAME:_____________________________________________________________ Peer Evaluation Form: 02242015
Strategy: Providing Peer Feedback• Longer form• Used four times in
the year (progressive)
• Caps on points distributed
Experiential Research
To assess whether the new class format and learning strategies are as effective as hoped, longitudinal analysis will be conducted on the the Peer Evaluation Form. It is anticipated that as the students actively engage with the material, a larger variance will be found in the evaluations.
Activity: Capturing Student Knowledge
On a 3x5 card, write down three qualities of leaders and leadership that your team agrees are most important.
Think-pair-shareMastermind
Strategy: Low-Fidelity SimulationEach student has randomly signed up to lead group• Not SME• No prior preparation
Trojan Horse approach
Strategy: Competitiveness• TBL format (revealing scores)• Dividing resources (financial bonuses, etc.)• Active debate in-class (ethics, values clash)• Pluses and minuses of ACA– Compelled to argue opposite side
• Challenge complacency (change keyboards)– Table to table
• Tower building (finite resources, best results)
Unforeseen Circumstances• Tower activity– Fire someone– Integrate a new person into your team
Strategy: Active Learning• TBL format provides immediate feedback and
allows opportunity for additional learning when the first answers are not correct
• Compelling students to reflect on their experiences– Utilizing peer feedback that is visible to instructor
• Naïve questions and open-ended questions
Constantly learning
• Dynamic topic• Continuing research– How can we effectively teach students to move
beyond “gold star” thinking in peer evaluations?– What are student responses to particular kinds of
activities?
Discussion
• Can leadership be taught?• How do we close the evidence loop?• How are you dealing with leadership
development in your program?• What are essentials that students should walk
away with?
Thank you!We appreciate your time and interest!
Dr. Tamzin [email protected]
Dr. Bill [email protected]
