Reframing educator preparation to collaboratively prepare teachers and administrators: challenges and advantages

Purpose This study examines reframing an organization that permitted three typically siloed university programs to collaborate around a shared experience focused on teaching, leadership, evaluation, and applied learning. Design Participants were seven faculty members who designed and implemented the shared experience. Data sources included participants’ responses to a feedback survey, meeting notes, and project documents. The data were coded and grouped based on themes. Findings Themes revealed challenges and advantages faculty experienced during the project. Challenges included creating shared expectations, technology, and continuity with student evaluators. Advantages included reflecting on teaching practices, frameworks, instructional strategies, and professional goals. Originality Despite the difficulty and rarity of cross-program collaborations, this study demonstrates how such efforts may incorporate best practices in preparing educators.

Effect of a novel healthcare leadership program on leadership and emotional intelligence

The purpose of this study was to assess the effectiveness of the Feagin Leadership Program (FLP) in teaching leadership domains and emotional intelligence. An anonymous survey of 178 graduates of FLP (2011–2019) including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) was used to assess emotional intelligence and program views. ANOVA was used to compare the difference in emotional intelligence domains between groups. Respondents reported the FLP most improved skills in communication, emotional intelligence, and team building. Medical students (18, 38.3%) and faculty/staff (5/14, 35.7%) reported the most relevant domain was emotional intelligence; residents/fellows reported the most relevant domain was teamwork (8/37, 21.6%). Respondents in residency/fellowship had the highest score in emotionality (P = .01). These results suggest that a healthcare leadership program tailored to medical trainees was effective in improving their competency in various leadership domains, and that emotional intelligence and teamwork were the most relevant components of the program.

Effect of teaching leadership styles on the prevention of adolescence pregnancy: a case study conducted at Universidad César Vallejo, Peru

Background: In this study we aimed to determine the effect of university teaching and leadership styles at Universidad César Vallejo on the prevention of adolescence pregnancy. Methods: We performed a non-experimental, quantitative, cross-sectional study, with a correlational descriptive design using a survey. Participants were students in classes enrolled in the starting two semesters at Universidad César Vallejo, Peru. The questionnaire comprised three sections: (I) General demographic data, (II) Teacher leadership styles, and (III) Pregnancy prevention teachings. Results: According to the students (n=793), teaching leadership styles are of three types: Laissez faire, transactional, and transformational. Types of pregnancy prevention from the students’ standpoint are the following: "high" level of "primary prevention" (44.4%), "medium" level of "tertiary prevention" (36.6%), and "high" level of "secondary prevention" (36.2%). Chi-Square test revealed that the three styles of leadership significantly affect the prevention of pregnancy: transformational (X2 = 136.390), transactional (X2 = 95.539), and Laissez Faire (X2 = 80.557) (p <0.05). Overall, there is a significant impact of university teaching leadership on pregnancy prevention among higher education students (X2 = 110,634, p = 0.0000), with a significance level of 5%. Conclusions: It can be concluded that for college students, teaching leadership style significantly affects the prevention of adolescent pregnancy.