McKelvy Josephine, Du Chenguang, Song Michelle, Carr Tara, Berthiaume Rachel, Corbie Giselle, Fernandez Claudia, Dave Gaurav
Abacus Evaluation, UNC School of Medicine, Department of Social Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
School of Psychology, Northwest Normal University, Lanzhou, China.
J Clin Transl Sci. 2024 Nov 8;8(1):e175. doi: 10.1017/cts.2024.597. eCollection 2024.
Self-efficacy (or the belief in one's ability to effect change) often moderates the relationship between education, interest, and actions in evaluations of training programs that prepare community-based investigators in the clinical and translational sciences workforce. Such evaluations, however, tend to emphasize individual-level attitudes when there are also community- or organizational-level outcomes impacted.
This study uses a novel sequential, explanatory mixed-methods design to explore multiple levels of self-efficacy (or self-awareness of personal growth in leadership) in the Clinical Scholars program, an equity-centered leadership development program for mid- to later-career healthcare professionals. Our design involves: (1) bivariate correlations and confirmatory factor analysis of self-assessed competencies across all program participants to identify emergent combinations of competencies, which informed (2) more nuanced thematic coding of participants' stories of most significant change in their personal and professional lives, as a result of the program.
In unpacking their accounts of personal leadership styles (that aligned with our quantitative analyses of competencies), we found that participants demonstrated multiple competencies simultaneously. Specifically, they employed emotionally intelligent learning and consensus-building dialogue to manage conflict for interpersonal impact. Additionally, they used this combination of skills to unite diverse stakeholders under a shared vision in order to lead and manage organizational change where all colleagues' contributions were valued.
Together, these methods extend our understanding of personal growth in leadership as an outcome of the program in terms of individual- and organizational-level impacts, using representative quantitative self-assessments to categorize rich qualitative descriptions.
自我效能感（即相信自己有能力实现改变）在评估为临床和转化科学领域培养社区研究人员的培训项目时，常常会调节教育、兴趣和行动之间的关系。然而，此类评估在影响社区或组织层面成果时，往往侧重于个人层面的态度。
本研究采用一种新颖的序列式、解释性混合方法设计，以探索临床学者项目中多层次的自我效能感（或对个人领导力成长的自我认知），该项目是一个以公平为中心、面向中晚期职业医疗保健专业人员的领导力发展项目。我们的设计包括：（1）对所有项目参与者的自我评估能力进行双变量相关性分析和验证性因素分析，以确定能力的新兴组合，这为（2）对参与者讲述的因该项目而在个人和职业生活中发生的最重大变化的故事进行更细致入微的主题编码提供了依据。
在剖析他们对个人领导风格的描述（这与我们对能力的定量分析一致）时，我们发现参与者同时展现出多种能力。具体而言，他们运用情商学习和建立共识的对话来管理冲突，以产生人际影响。此外，他们利用这些技能组合，在共同愿景下团结不同的利益相关者，从而领导和管理组织变革，使所有同事的贡献都得到重视。
总之，这些方法通过使用具有代表性的定量自我评估来对丰富的定性描述进行分类，从个人和组织层面的影响方面，扩展了我们对该项目成果中领导力个人成长的理解。
