Linking learning methods to outcomes in public health leadership development

Abstract

This is the first published evaluation that has attempted to link specific learning methods with outcomes for participants of a public health leadership development program.

Measuring efficiency of the banking industry before and after the recent financial crisis: some international evidence

“…These points are all in keeping with the findings of other health care leadership studies (see e.g. Block & Manning, 2007;Miller et al, 2007). Miller et al found specific evidence that support programs, consisting of coaching and mentoring, and team-based work assignments post-training were particularly helpful in solidifying leader learning and in developing important social support networks.…”

“…Since the majority of these trainees said they had also acted actively worked on applying their goals, this training program content had been reinforced with practice and thus more likely to be easily accessible. This finding seems to provide support for the need for ongoing reinforcement of the content to help trainees apply their goals in their daily activities and to make those lasting linkages with the program content (Block & Manning, 2007;Miller, et al, 2007).…”

“…The time interval and the lack of any formalized training reinforcement program may also have played a role. Miller, Umble, Frederick, and Dinkin (2007) found such support programs, including coaching, mentoring and team-based work assignments post-training, were important for solidifying learning and creating important social networks to support developing leaders. While some of these networks did seem to develop informally, there was no concerted effort to make this happen.…”

Individual-level outcomes from a national clinical leadership development programme

“…Particular instructional methods, such as selfassessment tools, action learning and case discussions, can result in particular leader outcomes, like changed understanding, increased confi dence and self-awareness and changes to clinical leadership practice (Miller, Umble, Dinkin, & Frederick, 2007). Nevertheless, despite instructional methods giving rise to specifi c outcomes, participants frequently integrate information and skills from multiple methods to achieve particular outcomes (Miller et al, 2007).…”

The Relationship between Interprofessional Leadership Education and Interprofessional Practice: How Intensive Personal Leadership Education Makes a Difference

“…In health care, multiple-source feedback, an important component of the ILDP, has been shown to improve physicians' communication with their patients, families and colleagues, increase self-reflection, strengthen intention to improve areas of professional practice, and change behavior in interactions with peers (Miller, Umble, Frederick, & Dinkin, 2007).…”