D2.01 - Learning Lab: Developing Academic Leadership: An Evaluation of a Health Professions Leadership Training Program in Zambia

Brief Abstract Summary: Learn about an engaging leadership workshop designed by and for faculty in the health sciences at universities in Zambia. As educators of future healthcare professionals, it is essential that faculty are well-versed in leadership knowledge and skills so they can disseminate this knowledge to their students and serve as a role model of effective leadership. Individuals who view this poster will learn about the nine leadership modules included in this three-day workshop as well as workshop activities and evaluation outcomes.

Detailed abstract description: Effective leadership is essential for the performance of health systems. However, in many countries, including Zambia, university and health system leaders are often promoted to leadership positions without substantial leadership training. There is a need to develop leadership skills of health leaders, including health science faculty who will educate these future leaders. We designed and launched a 3-day leadership training program at Zambian universities to train health sciences faculty. We aimed to evaluate program efficacy through assessing change in trainees’ leadership knowledge and behaviors. The results of this evaluation will help inform these and other universities about the utility of a leadership program developed and implemented locally.
Using a mixed methods study design framed by Kirkpatrick's model for program evaluation, we administered a survey to trainees (n=35) before and immediately after the program. The survey included 5-point scales to self-rate knowledge and skills in leadership competencies. A month after the program, we conducted semi-structured focus groups to gather trainees’ perceptions of the program. We calculated descriptive statistics for quantitative data and categorized qualitative data according to salient, reoccurring themes.
Analyses of qualitative and quantitative data from the faculty trainees revealed that they enjoyed the program, experienced growth in all taught leadership competencies, and felt that more time could be allocated to workshops. Trainees' knowledge of leadership from before to after the program increased an average of 48% in all nine domains that were taught, with the greatest percent growth in 'social and emotional intelligence' (73%) and 'diversity, inclusion, and equity' (58%). Trainees also reported strong growth (42%) in their confidence of leadership behaviors. Areas of greatest percent growth were in 'using tools and strategies to address microaggressions' (88%) and 'exploring types of microaggressions faced by diverse groups' (84%).
These results indicate that a short, intentional, and locally relevant training program can address gaps in leadership training and effectively equip faculty with leadership knowledge and skills. Unique elements of this program included development by an interdisciplinary team of university faculty who also taught the workshops; utilization of a train-the-trainer model to promote program sustainability; and collaboration of three academic institutions on the program development and assessment. This program could serve as a model for academic institutions interested in developing leadership courses for faculty.