Nahata Leena, Gerhardt Cynthia A, Way David P, Nikahd Melica, Mehta Laxmi S, Etzkorn Lauren K, Satiani Bhagwan, Guertin Michael, Martin Daniel R
Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA.
Center for Biobehavioral Health, The Abigail Wexner Research Institute at Nationwide Children's Hospital, Columbus, OH, USA.
J Healthc Leadersh. 2025 Jul 31;17:343-354. doi: 10.2147/JHL.S525705. eCollection 2025.
To examine the sustained impact of a faculty leadership program at an academic health center (AHC) on participants' perceived effectiveness in leadership skills and leadership attainment compared to faculty controls.
The sample included 95 faculty members who participated in the year-long Faculty Leadership Institute (FLI). We compared FLI participants to 156 unmatched faculty controls. Participants completed online surveys self-reporting on perceived effectiveness in leadership skills, and leadership positions attained an average of 7 years after program completion. Background information, such as demographic characteristics and academic rank, was obtained from the faculty affairs office.
The sample of participants was 47% female, 76% White, with an average age of . Academic ranks were higher in the FLI group; 62% of FLI graduates and 44% of controls were Full Professors ( < 0.001). FLI participants reported moderate-to-high effectiveness in overall leadership skills, which was significantly greater than controls ( < 0.001; = 0.62). FLI participants had higher self-reports of effectiveness on 25 of 26 (96%) leadership skills and these differences were significant in 16 of 26 areas (62%), ( < 0.034 to 0.001) with small to moderate effect sizes ( 0.34 to 0.57). FLI participants attained a greater number of leadership positions. However, after correcting for multiple comparisons, the difference was not significant ( = 0.1). FLI participants were more likely to have held a leadership position in clinical operations ( = 0.018). Group differences in perceived effectiveness in leadership skills and leadership attainment did not vary by gender or race.
Findings support sustained benefits of the FLI program, particularly in perceived effectiveness of leadership skills, regardless of gender or race. Although additional research is needed to demonstrate how the positive effects translate to system-level outcomes (eg, research funding, patient care), continued efforts to develop talented faculty members are important to ensure a succession of well-prepared leaders at AHCs.
研究学术健康中心（AHC）的教师领导力项目对参与者领导力技能感知有效性和领导力成就的持续影响，并与教师对照组进行比较。
样本包括95名参加了为期一年的教师领导力学院（FLI）的教师。我们将FLI参与者与156名不匹配的教师对照组进行比较。参与者完成了在线调查，自我报告领导力技能的感知有效性，以及在项目完成后平均7年所担任的领导职位。背景信息，如人口统计学特征和学术职称，从教师事务办公室获取。
参与者样本中47%为女性，76%为白人，平均年龄为 。FLI组的学术职称更高；62%的FLI毕业生和44%的对照组为正教授（<0.001）。FLI参与者报告在整体领导力技能方面具有中等到高度的有效性，显著高于对照组（<0.001；效应量=0.62）。FLI参与者在26项（96%）领导力技能中的25项上自我报告的有效性更高，在26个领域中的16个（62%）差异显著（<0.034至0.001），效应量小到中等（0.34至0.57）。FLI参与者担任的领导职位数量更多。然而，在进行多重比较校正后，差异不显著（P=0.1）。FLI参与者更有可能在临床运营中担任领导职位（P=0.018）。领导力技能感知有效性和领导力成就的组间差异不因性别或种族而异。
研究结果支持FLI项目的持续益处，特别是在领导力技能的感知有效性方面，无论性别或种族如何。尽管需要进一步研究来证明这些积极影响如何转化为系统层面的结果（如研究资金、患者护理），但持续努力培养有才华的教师对于确保AHC有一系列准备充分的领导者至关重要。
