Leadership Identity Development Model

"Nothing in a doctor’s medical education qualifies him to be a leader" - Larry L. Mathis (1). Although based on Leadership Identity Development model, the first step to develop leadership skills in students is forming the identity of being a leader, but there are little investigations on this issue in TBL as a ground to practice leadership. The Komives et al (2) Proposed a model for developing leadership aim to help educators in facilitating leadership development in students. In the Leadership Identity Development (LID) model, six stages of the developmental process were identified (3). Awareness, Exploration/Engagement, Leader Identified, Leadership Differentiated, Generativity, Integration/Synthesis.
LID model is a useful framework for assessing

Students’ reflections were analyzed using the Leadership Identity Development model as the framework (2-4). In this study we hypothesized that reflection and feedback on the team leadership process in TBL teams, would improve leadership identity development stages in medical students.
To the best of our knowledge there is no experimental research found in the literature about the leadership identity development model especially in the field of medical students TBL teams using a control group. We chose the TBL setting as the opportunity to practice leadership skills and reflection because Komives et al recommended that “all leadership courses and other educational experiences should integrate opportunities for self-awareness and personal assessment that were critical to the development in each of the LID stages” (4).

Based on the Komives engaging in groups could have an impact on self-development, browding view of leadership and interact with the leadership identity development (4).
Although based on conceptual model for TBL, learner engagement within team and with course content could result to enhancing leadership skills, but it seems that if reflection exercises be added to TBL and the inherent purposes of the TBL activities become more explicit, it may contribute to shaping leadership identity in a more effective way (10).
Also the number of studies that have proposed reflection as an effective tool for leadership education is increasing (11-13), but this is the first study in TBL medical students’ teams exploring their effects using a control group based on the LID model.
Conclusion: We found that reflection and feedback would enhance the level of leadership identity development stage. Also TBL activities could have an impact on leadership Identity development, but when these team activities are enriched by reflection and feedback, the changes are more