Table 5 Leader: Nelson Sewankambo, Ugandan Country Collaborative Context: Faculty require motivation for them to embrace IPP which, if done successfully, will provide students with role models for practicing IPE.
We work hard in creating a collegial environment where students from different professions learn from and with each other. But despite our best efforts, when students enter the clinical environment they lack appropriate role models demonstrating good interprofessional practice in the way we outlined it.
Question: Based on your experience, are there any incentives within assessment and evaluation that could motivate clinical faculty to embrace interprofessional practice?
Table 6 Leaders: Bjorg Palsdottir, THEnet, Belgium, and Jehu Iputo, THEnet, South Africa
Context: Training for Health Equity Network (THEnet) is a consortium of 11 health professions schools committed to transforming health professions education to improve health equity. THEnet developed an institutional evaluation framework that links education to health system outcomes through the concept of social accountability. THEnet is working with the World Health Organization (WHO) and others to ensure that the framework is relevant and useful for all health professions groups.
Question: How might better linkages between education and practice be assessed?
Table 7 Leader: Jan De Maeseneer, Ghent University, Belgium
Context: Transformational leadership occurs when leaders articulate the purpose and the mission interactively with their group by intellectually stimulating the group, championing innovation, and inspiring group members to become change agents. Transformational leaders are characterized by
Question: Based on this definition, how do you assess transformational leadership in students?