Purpose
Health science education curricula has evolved to be more longitudinal and integrated. For faculty to be effective leaders in this type of curriculum requires a move from specialty-specific expertise to a more generalist approach. An assessment tool for LILIC was developed through a collaboration between faculty from 6 medical schools. The tool allows faculty to assess their development in three LILIC competency areas: humility and life-long learning, supporting diverse collaborations, and holistic stewardship of curriculum. In this study, we describe the validation of this tool by experienced leaders in health science education.

Methods
The tool was piloted at three health professions education conferences including Central Group on Education Affairs, Northeast Group on Education Affairs, and the International Associate of Medical Science Educators. Workshop participants self-assessed using the tool and participated in a Delphi process indicating their agreement with each of the LILIC subdomains.

Results
Thirty-four individuals all with at least 3 years of health science education leadership experience completed the tool. We found that on average participants self-rated the highest (3.73/5) on the subdomain of continuous learning and lowest (2.34/5) on the subdomain of leading an evidence-based evaluation of teaching faculty. We found an average agreement of 94% across the 12 subdomains with the range being 85.3%-100% agreement. The participants identified additional topics like delegation skills and clarification around the relevance of social determinants of health. We have adapted the tool based on this feedback.

Conclusion
Identifying milestones relevant to longitudinal curriculum helps faculty identify skills needed to be successful leaders. The LILIC framework can also guide professional developers in creating learning experiences to facilitate faculty and staff skill development in the LILIC subdomains.