Pascal Maureen Romanow, Mann Monika, Dunleavy Kim, Chevan Julia, Kirenga Liliane, Nuhu Assuman
Department of Physical Therapy, Misericordia University, Dallas, PA, United States.
Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States.
Front Public Health. 2017 Jun 23;5:143. doi: 10.3389/fpubh.2017.00143. eCollection 2017.
This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development.
The course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training.
Positive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented.
The LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities.
Challenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them.
While the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations.
The LI can serve as a model to develop leadership skills and spur professional growth in low-resource settings. Leadership development is necessary to address worldwide inequities in health care. The LI model presents a method to cultivate transformational leadership and work toward improvements in health care and delivery of service.
本文概述了领导力学院（LI）的活动及成果，这是一门为资源匮乏国家的物理治疗师提供的短期领导力发展专业培训课程。以往研究已列举了此类项目在医学和护理领域的益处，但康复领域的文献中尚未有相关记载。所介绍的领导力发展原型可为其他资源匮乏国家的类似培训提供指导，并为康复界提供一个契机，在此模型基础上构建围绕康复领导力发展的研究议程。
该课程采用建构主义方法，将参与者的经验、背景、信念和先验知识融入课程内容。培训强调变革型领导力发展理论，并通过开展主动学习项目来实现，这是培训的关键组成部分。
课程结束后出现了积极变化，包括参与者完成的社区外展活动数量增加，以及对专业组织的参与度提高。共提出并展示了13个领导力项目。
领导力学院为卢旺达各地的现任和未来领导者提供了接触变革型领导理念的机会，使他们有机会共同开展项目，提升其职业水平并满足服务不足社区的需求。
挑战包括卢旺达医院分配给物理治疗岗位的资金有限，尤其是在农村地区。参与者在没有额外资金支持的情况下开展领导力项目时遇到困难。
虽然强烈推荐通过小组项目来促进地方宣传和社区教育，但这些项目将受益于强大的长期指导计划和进一步的预算考虑。
领导力学院可作为在资源匮乏环境中培养领导技能和促进专业成长的典范。领导力发展对于解决全球医疗保健不平等问题至关重要。领导力学院模型提供了一种培养变革型领导力的方法，并致力于改善医疗保健和服务提供。
