Faculty of Medicine and Health, The University of Sydney Science, Susan Wakil Health Building (D18), Western Avenue, Camperdown, NSW 2006, Australia.
Faculty of Medicine and Health, The University of Sydney Science, Susan Wakil Health Building (D18), Western Avenue, Camperdown, NSW 2006, Australia.
J Med Imaging Radiat Sci. 2022 Dec;53(4S):S131-S136. doi: 10.1016/j.jmir.2022.08.003. Epub 2022 Aug 26.
INTRODUCTION/BACKGROUND: Leadership is defined as the ability to influence others to work towards common visions and goals. A key principle of the Australian Health Leadership Framework is that it applies to all leaders and potential leaders, who are at any place in the system. Hence, leadership is everyone's responsibility, including health profession students. In this short communication, we discuss the concept of leadership development in the undergraduate diagnostic radiography (DR) program through experiential learning. Examples from students' and academics' perspectives are presented, with the intention of providing a broad context to the range of opportunities that support development of leadership skills in DR students.
Experience and experiential learning are fundamental and natural means of learning. Experiential learning has a positive effect on leadership because of its impact on personal, attitudinal, moral, social, and cognitive outcomes. Undergraduate DR students value opportunities to develop leadership skills during their university education. Four opportunities to develop and reflect on leadership skills are discussed. Two of the opportunities, clinical placements and honours programs, form part of the curricula, whilst others, such as mentoring and profession-specific social groups, are not. Through experience-based learning, students may benefit from transformational effects in their individual skills, which may ultimately benefit the organisation or community in which the individual participates.
Commitment from clinical and academic educators to enable leadership development in DR students is essential. Through implementation of obligatory and optional experiential learning opportunities, it is anticipated that leadership skills will be cultivated in DR students, enabling students to exercise effective leadership in their current student roles and establish essential skills for their future professional roles.
引言/背景：领导力被定义为影响他人为共同愿景和目标而努力的能力。澳大利亚卫生领导力框架的一个关键原则是，它适用于系统中任何位置的所有领导者和潜在领导者。因此，领导力是每个人的责任，包括卫生专业的学生。在这个简短的交流中，我们通过体验式学习来讨论本科放射诊断（DR）课程中的领导力发展概念。从学生和学者的角度展示了一些例子，旨在为支持 DR 学生发展领导力技能的各种机会提供广泛的背景。
经验和体验式学习是学习的基础和自然方式。体验式学习对领导力有积极的影响，因为它对个人、态度、道德、社会和认知结果都有影响。本科 DR 学生重视在大学教育中发展领导力技能的机会。讨论了发展和反思领导力技能的四个机会。其中两个机会，临床实习和荣誉课程，是课程的一部分，而其他机会，如指导和专业特定的社会团体，则不是。通过基于经验的学习，学生可能会从个人技能的变革性影响中受益，这最终可能使个人参与的组织或社区受益。
临床和学术教育者承诺在 DR 学生中发展领导力是至关重要的。通过实施强制性和可选的体验式学习机会，可以预期在 DR 学生中培养领导力技能，使学生能够在当前学生角色中行使有效的领导力，并为未来的专业角色建立必要的技能。
