背景:印度有一些针对健康研究人员的领导力培训计划。然而,有必要制定符合背景的领导和指导方法。
目的:本研究的目的是批判性地分析印度卫生研究人员和服务提供商可用的领导力培训计划,对于领导力领域的整合和整体培训方法。
方法:我们使用探索性描述性设计来确定和审查印度机构在2013年至2018年期间为卫生研究人员和服务提供商/经理提供的领导力培训计划。我们的分析方法基于“变革型领导”和“领导者-成员交换”的领导理论,全球流行的领导力培训课程,和国际临床流行病学网络模型在全国范围内的初步研究基础上,领导在印度的健康研究。
结果:我们确定并审查了20个领导力培训项目。这些目标是异质的,范围(基础广泛/主题),课程内容,设计,目标参与者和班级简介,交付方式和培训方法,持续时间,频率,和资金安排。这些程序很少包含有关软技能的主题,指导,风险缓解,合作研究,资金动态,体制转型,自我观点和同伴感知,和个人福祉。该计划没有充分解决职业探索和风险缓解的背景挑战,项目管理,战略规划,和决策,道德和诚信,谈判,网络和协作,了解资金动态,和指导。只有三个计划与培训参与者的生态系统相关联。
结论:需要制定定制的课程内容和培训策略,以满足本地环境对全球互联研究生态系统的要求。
BACKGROUND: There are several leadership training programs for health researchers in India. However, there is a need to develop context-tailored leadership and
mentoring approaches.
OBJECTIVE: The objective of the study is to critically analyze the available leadership training programs in India for health researchers and service providers, for the leadership domains incorporated and overall training approaches.
METHODS: We used an exploratory-descriptive design to identify and review leadership training programs for health researchers and service providers/managers that had been offered by Indian institutions between 2013 and 2018. Our analytic approach was based on \"transformational leadership\" and \"leader-member exchange\" theories of leadership, curricula of popular leadership training programs worldwide, and the International Clinical Epidemiology Network model for leadership in health research in India based on a nationwide primary study.
RESULTS: We identified and reviewed 20 leadership training programs. These were heterogeneous in aim, scope (broad-based/thematic), course content, design, target participants and class profile, mode of delivery and training method, duration, frequency, and fund arrangements. The programs infrequently included topics on soft skills,
mentoring, risk mitigation, collaboration for research, funding dynamics, institutional transformation, self-view and peer perception, and personal well-being. The programs insufficiently addressed contextual challenges of career exploration and risk mitigation, project management, strategic planning, and decision-making, ethics and integrity, negotiations, networking and collaboration, understanding funding dynamics, and
mentoring. Only three programs linked to the training to the participants\' ecosystem.
CONCLUSIONS: There is a need to develop customized course contents and training strategies that address the requirements of the local context vis-à-vis globally connected research ecosystems.