Lightning Talk

Adaptive Leadership in Interprofessional Education: Insights from the Path-Goal Theory

Wednesday, September 25, 2024, 1:15 pm - 2:15 pm CDT

Sharmi Amin, B.A.

Medical Student

University of Michigan

Hannah Edwards, MHM

Curriculum Administrative Specialist

University of Michigan

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Track:

Developing and Sustaining Leadership in Interprofessional Practice and Education

Attendee IPE Experience Track: Some experience with IPE

Keywords: adaptive leadershipearly health science studentshealthcare collaboration

Lightning Talk Live Discussion Recording

This talk explores the role of adaptive leadership within early Interprofessional Education (IPE) contexts. It presents a study conducted among early health science students (n=1539) at the University of Michigan, focusing on their diverse leadership styles and the importance of articulating these styles early in their educational journey. The health sciences students at the University of Michigan enrolled in the Introduction to Interprofessional Education (Intro to IPE) module are in the early stages of interprofessional identity development and team formation. As health and helping professionals collaborate to provide comprehensive patient care, understanding the variations in leadership approaches among different team members becomes crucial. The module provides leadership literacy by teaching key IPE competencies and introducing students to the Path-Goal leadership theory. Students in the Fall 2023 and Winter 2024 cohorts learned about this theory and were then surveyed using the Path-Goal Theory Leadership Questionnaire to determine their highest and lowest scoring leadership styles (Directive, Achievement-Oriented, Supportive, and/or Participative). The responses were analyzed to identify patterns related to the participants’ professions and leadership styles. Results showed prominent trends across the cohort and between health science fields, highlighting the diversity of leadership styles and the need for a nuanced understanding of team dynamics in health science fields. This discussion aims to provide a broader perspective on leadership education and its implications for interprofessional practice, emphasizing the importance of leadership literacy. Future directions include the need for longitudinal studies to track the evolution of leadership styles over time and interventions to help early learners develop their leadership skills within interprofessional teams. This work underscores the commitment to nurturing and sustaining competencies in interprofessional practice and education, and offers a platform for attendees to explore innovative approaches to developing leadership skills within their own teams.

Accreditation Details

In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.

As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.

The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).

This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.

Text reads "Office of Interprofessional Continuing Professional Development" and shown are logos for the National Center for Interprofessional Practice and Education,
the University of Minnesota School of Nursing, and the University of Minnesota College of Pharmacy.

Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.

Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.

Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.

Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.

Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.

Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.

Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.

IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.

Learners can claim CE credit by completing the Daily Evaluation.