Brad W. Willis is the associate teaching professor in the Department of Physical Therapy, College of Health Sciences at the University of Missouri, 801 Clark Hall, 498 Turner Avenue, Columbia, MO (
J Phys Ther Educ. 2023 Dec 1;37(4):314-324. doi: 10.1097/JTE.0000000000000307. Epub 2023 Aug 30.
Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization.
Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited.
Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor.
This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (sr) between the SL-7 and the ISVS-21, with significance accepted at P < .05.
Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant (F(8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores (R2 = 0.17, F(8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive sr of 0.34 (P < .001).
Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions.
促进跨专业协作实践（IPCP）是必要的。因此，建议研究与增加跨专业社会化相关的策略，以及对 IPCP 社会化的信念、行为和态度。本研究的目的是在控制变量的存在下，检验物理治疗学教师导师对学生的仆人式领导感知与跨专业社会化之间的关系。
尽管教师导师与影响学生的社会化过程有关，而且仆人式领导被认为支持协作护理，但在物理治疗教育中探索这些概念的研究有限。
来自美国中西部一个入门级物理治疗教育项目的三个队列的学生（每个队列 60 名）。共有 170 人完成了一份匿名的基于纸张的综合调查，其中 117 人确定有一位非正式的物理治疗学教师导师。
本横断面调查研究包括学生人口统计学控制变量，分别使用跨专业社会化和价值观量表（ISVS-21）和仆人式领导量表（SL-7）来检验跨专业社会化与物理治疗学教师导师感知之间的关系。使用多元线性回归获得 SL-7 和 ISVS-21 之间的半部分相关（sr），显著性接受 P<.05。
在满足必要假设的情况下，纳入 114 名参与者，方差分析确定模型具有显著性（F(8,105)=2.59，P=.01）。多元线性回归分析发现，在控制变量的存在下，SL-7 与 ISVS-21 得分的显著比例相关（R2=0.17，F(8,105)=2.59，P=.01）。值得注意的是，只有 SL-7 对 ISVS-21 估计值有显著贡献（β=0.358，P<.001），sr 为 0.34（P<.001），呈显著正相关。
教师导师对仆人式领导的感知与跨专业社会化呈正相关。研究结果支持仆人式领导与跨专业社会化之间的理论联系，支持仆人式领导在教师和指导计划发展中的作用，以及非正式社会互动的相关性。
