S. Misra1, R. Casanova2, M. Marsh2, J. Luk3 1Brandon Regional Hospital,Surgical Oncology,Brandon, FL, USA 2Texas Tech University Health Sciences Center,Medical Education,Lubbock, TX, USA 3Dell Medical School,Medical Education,Austin, TX, USA
Introduction: The value of using 360° assessment tools to enhance leadership skills is well validated. Standardized 360° assessment tools to understand personality and behavior pertaining to educational leadership can be very long and overwhelming leading to assessor fatigue and inaccuracy of feedback. This study focused on creating a succinct substitute incorporating various elements of educational leadership domains.
Methods: The leadership in education and development (LEAD) 360° assessment profile © sponsored through the Association of American medical Colleges (AAMC) formed the initial template. After an extensive literature review and based on personal needs, a significantly modified version of this tool was created. Mentor and peer feedback was initially obtained on picking out the right questions for the survey. Two questions each from four domains of leadership effectiveness with three areas each of sub-competencies were selected. Total 24 questions and two open areas for comments were used for assessment. The survey was graded on a 1 to 5 point Likert scale. Appendix A for sample questions.
A fair distribution of observers was selected by including two super ordinates, two non-departmental colleagues, two peers from the department and two subordinates who can meaningfully provide anonymous, feedback regarding activities as an educational leader. A self- assessment of the questionnaire was done for effective comparison with pooled assessor responses. Survey was sent out electronically with instructions that responses be sent to a trusted administrative personnel who will tally the results and provide unidentified, aggregate data.
Results: 100% of the survey questionnaire was returned with all areas being responded. Total time spent per assessor was less than 10 minutes. Objective data was obtained from the scaled questionnaire while important subjective opinions were summarized for ongoing reflection and behavior modification. The evidence-based leadership effectiveness domains included 1) setting direction, 2) developing people, 3) developing organizations and 4) managing and administering. There were interesting variances between areas of self perceived strengths and weaknesses and observers assessments.
Conclusion: Periodic 360° assessment helps greatly to understand one owns educational leadership traits. Subsequent reflective behavior will further develop skills for self-improvement. In-depth assessment of certain domains can be undertaken after use of this initial brief survey tool. The main validated questionnaire could be adapted for personalized development of departmental faculty to achieve their educational leadership goals.
