Jennifer B. Christy is professor and DPT program director and is assistant sean for faculty affairs in the Department of Physical Therapy, School of Health Professions at The University of Alabama at Birmingham, SHPB 331. 1720 2nd Ave S., Birmingham, AL 35294-1212 (
David Morris is professor and chair in the Department of Physical Therapy, School of Health Professions at The University of Alabama at Birmingham.
J Phys Ther Educ. 2023 Dec 1;37(4):308-313. doi: 10.1097/JTE.0000000000000305. Epub 2023 Aug 30.
Doctor of Physical Therapy (DPT) programs accept responsibility for the development of clinical skills and professional behaviors in students. Academic and clinical faculty endeavor to teach and mentor at the highest levels. Doctor of Physical Therapy programs that develop leadership intentionally, specifically personal, or self-leadership may be successful in leading positive change within their graduates' relationships, environments, and patient outcomes. Personal leadership means leading from within as an individual and does not require the individual to have a leadership title or role. It includes characteristics such as authenticity, passion, emotional intelligence, trustworthiness, and credibility.
This case report will unveil how 1 established residential DPT program integrated personal leadership explicitly as a curricular thread. The 3 pillars are leading self, leading others, and leading systems: organizations and communities. The program used evidence-based processes used to build materials, learning activities, and assessments. The program achieved purposeful integration, including academic/clinical faculty development and progressive student learning experiences.
Program assessment through focus groups and curricular surveys shows that students value the curricular content in personal leadership and are meeting the curricular thread behavioral objectives.
The personal leadership curricular thread shows promise to promote leadership behaviors in students and graduates.
物理治疗博士（DPT）课程负责培养学生的临床技能和专业行为。学术和临床教师努力以最高水平进行教学和指导。有意培养领导力的物理治疗博士课程，特别是个人或自我领导力，可能会成功地引导毕业生在人际关系、环境和患者结果方面做出积极的改变。个人领导力意味着作为个体从内部进行领导，并不要求个人拥有领导头衔或角色。它包括真实性、激情、情商、值得信赖和信誉等特征。
本案例报告将揭示一个既定的住宅 DPT 课程如何明确地将个人领导力作为课程主线进行整合。这三个支柱是：领导自我、领导他人和领导系统：组织和社区。该课程使用了经过验证的过程来构建材料、学习活动和评估。该课程实现了有目的的整合，包括学术/临床教师的发展和学生学习经验的逐步提升。
通过焦点小组和课程调查进行的课程评估表明，学生重视个人领导力课程的内容，并达到了课程主线行为目标。
个人领导力课程主线有望促进学生和毕业生的领导行为。
