Models of leadership which emphasize collaboration, common goals, and fluidity rather than position are essential to interprofessional practice. Shared leadership in team-based practice helps to improve patient safety and outcomes and to enhance provider wellbeing. Developing future health professionals who incorporate these concepts into their work with colleagues and patients is a crucial component of interprofessional education. Assessing students’ acquisition of these concepts is paramount and can be important not only in assessing student learning but also in program evaluation and improvement. This lightning talk will describe the use of reflection as a summative assessment of learning following completion of a two-year longitudinal interprofessional education program by students in four academic health science colleges.
First, we will share the framework of our two-year longitudinal interprofessional education curriculum, elaborating on the second-year experience which incorporates the seven pillars of Servant Leadership as a new lens for learning. Attendees will receive a concise explanation of the mapping of the seven pillars of Servant Leadership to the IPEC competencies.
Second, we will describe the use of reflection as a summative assessment. Participants will receive the reflection prompts provided to students at the end of their two-year IPE experience. We will review the qualitative analysis of the students’ reflections which used the seven pillars of Servant Leadership as coding categories and will present the results of this analysis.
Then, we will describe how the pillars of Servant Leadership were represented in the student reflections and review how these themes relate back to the IPEC competencies. We will share our conclusions related to student acquisition of the Servant Leadership principles and implications for future practice. Finally, we will share how this information will inform our continuous improvement process.