Ms. Henry: PhD Candidate; Graduate Research Assistant, Department of Maternal and Child Health, UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Chandler: Teaching Assistant Professor, Department of Maternal and Child Health, UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Laux: Research Associate, North Carolina Translational and Clinical Sciences Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC. Ms. Noble: Independent Consultant, Private Evaluation Consultancy, Scotts Valley, CA. Dr. Corbie: Kenan Distinguished Professor of Social Medicine; Director, Center for Health Equity Research; Vice Provost for Faculty Affairs; Professor, Internal Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Fernandez: Professor, Department of Maternal and Child Health, UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Dave: Department of Medicine and Center for Health Equity Research, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC.
J Contin Educ Health Prof. 2024;44(2):90-96. doi: 10.1097/CEH.0000000000000526. Epub 2023 Sep 7.
To achieve more equitable health, health care must be grounded in an understanding of social determinants of health. Clinicians need hands-on, equity-centered training in interdisciplinary settings where they can further develop leadership skills and apply learnings in real-time. The Clinical Scholars program trained five cohorts of health care professionals in 25 leadership development competencies to contribute toward advancing health equity within the organizations and communities where they work. This study describes the self-reported ratings of three dimensions of competencies within four domains.
Data from 169 Fellows were collected at three time-points during the three-year training program using Qualtrics and Research Electronic Data Captrue software. Analysis was conducted in R and included descriptive statistics, fitting a linear mixed-effects model using random intercepts, and paired-sample t tests to assess significance between baseline and endpoint ratings.
We found improved ratings over time for each of the three competency dimensions (knowledge, self-efficacy, use) and significant differences in ratings from baseline to endpoint, by domain (personal, interpersonal, organizational, community, and systems).
These findings support the effectiveness of an equity-centered leadership development curriculum in training health care professionals to address health challenges in their communities and organizations, thereby furthering the broader goal of achieving more equitable health for all.
为了实现更公平的健康，医疗保健必须立足于对健康决定因素的理解。临床医生需要在跨学科环境中进行实践、以公平为中心的培训，在这种环境中，他们可以进一步发展领导技能，并实时应用所学知识。临床学者计划培训了五批医疗保健专业人员，使其具备 25 项领导力发展能力，以促进他们所在组织和社区内的健康公平。本研究描述了在三年培训计划的三个时间点上，从四个领域的三个能力维度报告的自我评估分数。
使用 Qualtrics 和 Research Electronic Data Captrue 软件，在三年培训计划的三个时间点收集了 169 名研究员的数据。在 R 中进行了分析，包括描述性统计、使用随机截距拟合线性混合效应模型，以及配对样本 t 检验以评估基线和终点评分之间的显著性。
我们发现，随着时间的推移，每个能力维度（知识、自我效能、使用）的评分都有所提高，并且在基线到终点的评分方面，按领域（个人、人际、组织、社区和系统）存在显著差异。
这些发现支持了以公平为中心的领导力发展课程在培训医疗保健专业人员应对社区和组织中的健康挑战方面的有效性，从而进一步实现更公平的全民健康目标。
