Leadership Development of Rehabilitation Professionals in a Low-Resource Country: A Transformational Leadership, Project-Based Model

This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medi...

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Published inFrontiers in public health Vol. 5; p. 143
Main Authors Pascal, Maureen Romanow, Mann, Monika, Dunleavy, Kim, Chevan, Julia, Kirenga, Liliane, Nuhu, Assuman
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 23.06.2017
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Abstract This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development. The course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training. Positive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented. The LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities. Challenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them. While the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations. The LI can serve as a model to develop leadership skills and spur professional growth in low-resource settings. Leadership development is necessary to address worldwide inequities in health care. The LI model presents a method to cultivate transformational leadership and work toward improvements in health care and delivery of service.
AbstractList BACKGROUND AND RATIONALEThis paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development.PEDAGOGYThe course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training.OUTCOMESPositive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented.DISCUSSIONThe LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities.CONSTRAINTS AND CHALLENGESChallenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them.LESSONS LEARNEDWhile the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations.CONCLUSIONThe LI can serve as a model to develop leadership skills and spur professional growth in low-resource settings. Leadership development is necessary to address worldwide inequities in health care. The LI model presents a method to cultivate transformational leadership and work toward improvements in health care and delivery of service.
This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development. The course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training. Positive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented. The LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities. Challenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them. While the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations. The LI can serve as a model to develop leadership skills and spur professional growth in low-resource settings. Leadership development is necessary to address worldwide inequities in health care. The LI model presents a method to cultivate transformational leadership and work toward improvements in health care and delivery of service.
Author Chevan, Julia
Nuhu, Assuman
Dunleavy, Kim
Pascal, Maureen Romanow
Kirenga, Liliane
Mann, Monika
AuthorAffiliation 4 Department of Physical Therapy, Springfield College , Springfield, MA , United States
6 Department of Physiotherapy, University of Rwanda College of Medicine and Health Sciences , Kigali , Rwanda
2 Department of International Health, Johns Hopkins Bloomberg School of Public Health , Baltimore, MD , United States
5 Department of Physical Therapy, Rwanda Military Hospital , Kigali , Rwanda
1 Department of Physical Therapy, Misericordia University , Dallas, PA , United States
3 Department of Physical Therapy, University of Florida , Gainesville, FL , United States
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Keywords active learning
rehabilitation
physiotherapy
Rwanda
leadership development
constructivist approach
transformational leadership
professional development
Language English
License This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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Specialty section: This article was submitted to Public Health Education and Promotion, a section of the journal Frontiers in Public Health
Reviewed by: Alan C. Lee, Mount Saint Mary’s University Los Angeles, United States; Margo Bergman, University of Washington Tacoma, United States
Edited by: Jeanne Mahoney Leffers, University of Massachusetts Dartmouth, United States
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Snippet This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development...
BACKGROUND AND RATIONALEThis paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development...
Background and rationaleThis paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development...
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StartPage 143
SubjectTerms constructivist approach
leadership development
physiotherapy
professional development
Public Health
rehabilitation
transformational leadership
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Title Leadership Development of Rehabilitation Professionals in a Low-Resource Country: A Transformational Leadership, Project-Based Model
URI https://www.ncbi.nlm.nih.gov/pubmed/28691003
https://search.proquest.com/docview/1917662986
https://pubmed.ncbi.nlm.nih.gov/PMC5481310
https://doaj.org/article/eca24901293e44c5bf69f5a39f8e3a89
Volume 5
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