Integration of leadership training for graduate and medical students engaged in translational biomedical research: Examining self-efficacy and self-insight.

Celia Chao,Heidi Spratt,Jamie D Ungerleider,Ross Ungerleider,Jonathan Hommel,Kevin Wooten,Mark R Hellmich,Judith Aronson,Huda Sarraj

doi:10.1017/cts.2018.9

Abstract

Formal training in team leadership is not taught in biomedical research graduate training programs or medical schools. We piloted a Leadership Training Workshop for graduate biomedical and medical students enrolled in our Interprofessional Research Design Course. The Kane-Baltes self-efficacy survey demonstrated improved leadership skills (median scores pretraining and post-training were 71 and 76.6; paired t-test, p=0.04). Most students demonstrated significant improvement in self-awareness pertaining to their own innate leadership styles.

Highlights

Formal training in team leadership is not taught in biomedical research graduate training programs or medical schools
Most students demonstrated significant improvement in self-awareness pertaining to their own innate leadership styles
As research teams are becoming more interdisciplinary, codifying the training of graduate students and/or medical students in professional skills related to leadership styles, project management, and conflict resolution in interdisciplinary research teams are important training goals [5]

Summary

Introduction

Formal training in team leadership is not taught in biomedical research graduate training programs or medical schools. Formal training in team leadership and project management is not routinely taught in biomedical research graduate training programs or medical schools [4]. Students often model their leadership style and behaviors based on that of their mentors, consistent with the traditional apprenticeship model of education. This method of learning may be neither adequate nor effective. As research teams are becoming more interdisciplinary, codifying the training of graduate students and/or medical students in professional skills related to leadership styles, project management, and conflict resolution in interdisciplinary research teams are important training goals [5]

Objectives

Methods

Results

Conclusion