Effectiveness of Interdisciplinary Leadership Training for Early Career Professionals in the Field of Developmental Disabilities.

Published on May 7, 2021in Maternal and Child Health Journal
· DOI :10.1007/S10995-021-03166-8
Stephanie Weber1
Estimated H-index: 1
(Cincinnati Children's Hospital Medical Center),
Pamela Williams-Arya1
Estimated H-index: 1
(Cincinnati Children's Hospital Medical Center)
+ 3 AuthorsJennifer Smith2
Estimated H-index: 2
(Cincinnati Children's Hospital Medical Center)
Sources
Abstract
INTRODUCTION The purpose of this paper is to describe the curriculum and self-reported outcomes on measures of interdisciplinary leadership skills for work within the field of developmental disabilities from trainees in one interprofessional training program. METHODS The paper highlights one program's curriculum and strategy for capturing self-report survey measures from trainees in cohorts from 2014-2018 (n = 86) on two surveys (Interdisciplinary Attitudes and Skills and Leadership Self-Evaluation Form) and three time points across the training year: before training (T1), mid-year (T2), and after training (T3). RESULTS Data from 86 trainees are reported including demographics (nearly 80% white, 92% female), non-descriptive statistics due to non-normative samples, and tertiles demonstrating changes between time points. Significant differences between medians are reported between T1-T3 specifically related to utilizing interdisciplinary skills and gains in leadership competencies. Specific utilization of skills was reported to be 'Greatly' attributable to the LEND program related to sharing ideas and asking for help across disciplines. DISCUSSION Trainees' self-report from before training to after training indicates an increase in competence and utilization of interdisciplinary skills to be expected from participation in the curriculum. Self-report measures are.
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