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Background: Decision-making skills are considered crucial life skills that condition proper social functioning within groups (i.e., support authentic leadership skills and increasing one's chances of success and wellbeing in life). Nonetheless, the number of scientific papers addressing the role of life skills in developing authentic leadership skills in public health students is limited. The aim of the present study was to develop a theoretical model to determine the role of selected life skills in developing authentic leadership skills in public health students.Methods: The study was conducted from January 16 through February 28, 2018. In total, 653 students undertaking in-service training in Master's degree programs qualified for the study, and complete data sets were obtained from 329 students (response rate 50.38%). The data were collected by means of a paper questionnaire. Four research tools were used in the study: The Authentic Leadership Self-Assessment Questionnaire, The Moral Foundations Questionnaire, The General Self-Efficacy Scale, and The Youth Leadership Life Skills Development Scale.Results: Two subgroups were identified among the public health students in the study: 1) the extra life skills training group (N = 113) and 2) the no extra life skills training group (N = 216). Both groups of study participants did not differ significantly in terms of age (M (SD): 25.0 (3.89) vs. 25.0 (3.66); t = 0.068, P = 0.946). On the other hand, clear differences were observed in the case of the respondents' participation in voluntary service. The respondents from the extra life skills training group declared participation in voluntary activities less frequently than the respondents from the second identified group (48.7 vs. 31.9%).Conclusions: A verified theoretical model showed that course aimed at strengthening authentic leadership competences should be modular, should focus on self-improvement and critical reflection, and should be spread over time to enable and encourage each participant to grow and flourish at their own pace. [ABSTRACT FROM AUTHOR]

Background: The Medical University of Warsaw began teaching at the faculty of Public Health at the Division of Health Science in the academic year 2000/2001. Initially, it only offered M.A. studies; however B.A. degrees were introduced in 2003. Student self-assessment of their level of preparedness to embark on a career path upon completion of their studies, as well as their opinion on the degree to which specific education outcomes were achieved in their course of studies can be of high practical significance and can become a launchpad for the improvement and excellence of the quality of education at the faculty of Public Health. Aim of the study: The purpose of the study was to compare opinions on achieving education outcomes and self-assessments of the perceived level of readiness to start a job of B.A. graduates at the Faculty of Public Health, Division of Health Sciences, Medical University of Warsaw. Material and methods: The anonymous questionnaire consisted of two parts: 1. Students' self-assessment of reaching the assumed education outcomes; 2. Students' assessment of reaching the assumed education outcomes in the course of their studies. Each statement was assessed in a 5-point Likert scale. The studied population included 85 B.A. graduates (2015/16) (82 female, 3 males - 96% female). The mean age of students in the studied group was 23±7.2 years. Results: The most important result was the high degree of compliance identified between the students' selfassessments and the assessment of the level of education outcomes achieved in the course of their studies. Conclusions: Graduate self-assessments and opinions on the level of achieving education outcomes during B.A. studies can help to modify the curriculum in question following the principles of evidence-based education. Such studies should be carried out regularly to adapt to current graduate needs and labour market requirements. [ABSTRACT FROM AUTHOR]