Bishop Lauren, McLean Kiley J, Harris Anne Bradford, Rabidoux Paula C, Laughlin Sarah F, Noll Robert B
Waisman Center, University of Wisconsin-Madison, 1500 Highland Ave, Madison, WI, 53706, USA.
Sandra Rosenbaum School of Social Work, University of Wisconsin-Madison, Madison, USA.
Matern Child Health J. 2023 Dec;27(12):2147-2155. doi: 10.1007/s10995-023-03759-5. Epub 2023 Jul 15.
Measuring the value-added impact of Leadership Education in Neurodevelopmental Disabilities and Related Disorders (LEND) training on trainees' leadership and career trajectories is necessary to understand program efficacy. In the current study, we leveraged an existing ex post facto design to develop and test a new measure of LEND competencies and compare outcomes of LEND trainees and comparison peers.
We developed the LEND Outcomes Follow-Up Survey using a multi-step, mixed methods process. A series of focus groups and consultations with key stakeholders identified eight important LEND leadership outcomes: (1) interdisciplinary work; (2) advocacy; (3) intersectional approach; (4) systems perspective; (5) life course perspective; (6) leadership; (7) engagement with maternal and child health populations; and (8) research experience. We developed and piloted this novel survey to measure these LEND leadership outcomes. We used data collected from this novel measure and an existing survey that is used nationally by LEND, to compare the outcomes of 43 LEND trainees and 30 comparison peers at two years post completion of LEND training.
We found that, compared to comparison peers, LEND trainees: (1) worked with a greater number of disciplines; (2) were more likely to be engaged in advocacy; (3) were more likely to utilize a systems perspective in their work; (4) were more likely to work with maternal and child health populations; and (5) were more likely to have experience conducting research.
Our findings suggested that LEND training improves LEND leadership outcomes at two years post-completion of LEND training.
衡量神经发育障碍及相关疾病领导力教育（LEND）培训对学员领导力和职业轨迹的增值影响，对于了解该项目的成效至关重要。在本研究中，我们利用现有的事后设计来开发和测试一种新的LEND能力衡量方法，并比较LEND学员和对照同伴的结果。
我们采用多步骤混合方法流程开发了LEND成果随访调查。一系列焦点小组讨论以及与关键利益相关者的磋商确定了八项重要的LEND领导力成果：（1）跨学科工作；（2）宣传；（3）交叉性方法；（4）系统视角；（5）生命历程视角；（6）领导力；（7）与母婴健康人群的接触；（8）研究经验。我们开发并试点了这项新颖的调查，以衡量这些LEND领导力成果。我们使用从这项新颖的衡量方法以及LEND在全国范围内使用的一项现有调查中收集的数据，比较了43名LEND学员和30名对照同伴在完成LEND培训两年后的结果。
我们发现，与对照同伴相比，LEND学员：（1）与更多学科合作；（2）更有可能参与宣传；（3）更有可能在工作中运用系统视角；（4）更有可能与母婴健康人群合作；（5）更有可能有研究经验。
我们的研究结果表明，LEND培训在完成LEND培训两年后改善了LEND领导力成果。
