A Combined Mastery Learning and Flipped-Classroom Approach: The Effect on Self-Assessment of Leadership Skills

Abstract

Abstract Strong leadership is associated with better performance of individuals, teams, and organizations. This project aimed to determine whether a flipped-classroom and mastery-learning curriculum is associated with measurable changes in leadership knowledge and skills in healthcare leadership learners. The study measured leadership knowledge (based on a course-specific test) and skill (based on the validated Multifactor Leadership Questionnaire 5x Short (MLQ 5x Short), given to both students and their classmates) in all 15 learners enrolled in the Core Executive Leadership course within the HMS Masters in Clinical Service Operations program. Measurements were collected both before and after the course. The results showed significant improvement in leadership skills: 1. Building Trust (Idealized attributes: Cohen’s d = 0.53, p = 0.029) and Acts with Integrity (Idealized Behaviors: Cohen’s d = 0.47, p = 0.044). Findings also show significant improvement in Transactional Leadership: Rewards Achievement (Contingent Reward: Cohen’s d = 0.52, p = 0.032). These course outcomes demonstrate meaningful, moderate effect sizes following the educational innovation: namely, the combined mastery learning and flipped classroom approach described previously. Results from the Rater Survey, a companion survey which utilizes the same 45 questions as the MLQ 5x Short but in the perspective of an observer, and Post-course survey demonstrated significance in one skill: Transactional Leadership Contingent Reward (t (15) = -0.57, p= 0.03), indicating learners’ most accurate self assessment may be related to this skill in particular. Utilizing a combined mastery learning and flipped classroom approach, this study has demonstrated meaningful change in 2 attributes related to Transformational Leadership: Idealized Attributes and Idealized Behaviors, as well as in Transactional Leadership: Contingent Rewards. However, the Rater survey correlated more closely with the Pre-Course Survey than the Post-course survey, indicating an increase in confidence but not in practice.