A Brief Coaching Pilot Enhances Professional Identity Formation and Clinical Skills Acquisition During Emergency Medicine Clerkships Shortened by COVID-19

Dixon, William; Gallegos, Moises; Williams, Sarah R.

doi:10.5811/westjem.2021.12.53917

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…As such, group‐coaching was favoured for cost reduction and increased feasibility by maximising the number of participants per session. Likewise, training internal faculty as coaches was seen as a cost‐effective alternative to hiring certified coaches 43,46,52,55,58 …”

Section: Resultsmentioning

confidence: 99%

“…Concerning the deliverers (i.e., Deliverer‐Centeredness ), sufficient support for coaches was a facilitator. For (novice) faculty coaches, coaching was ‘a distinctly new experience’, 57 therefore, coaches were often provided a formal training, step‐by‐step guidelines, and refresher trainings 42,47,52,54,57–61 …”

Section: Resultsmentioning

confidence: 99%

“…For (novice) faculty coaches, coaching was 'a distinctly new experience', 57 therefore, coaches were often provided a formal training, step-by-step guidelines, and refresher trainings. 42,47,52,54,[57][58][59][60][61] Within Learning-Centeredness facilitators included a positive learning climate, psychological safety, and trust.…”

Section: Cfir Domainsmentioning

confidence: 99%

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Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

Jansen,

Czabanowska,

de Pagter

et al. 2024

Health Planning & Management

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BackgroundThe European Union faces severe and worsening personnel shortages in healthcare. Coaching has emerged as a human‐centred strategy to enhance sustainable employment and retention. While the number of efficacy studies on coaching continues to grow, knowledge about the barriers and facilitators to implementing coaching interventions among healthcare professionals (HCPs) remains scarce.ObjectivesThis systematic review aimed to describe common barriers and facilitators to the implementation of coaching interventions for HCPs.MethodsIn April 2023, five databases were searched for eligible articles. Barriers and facilitators were systematically identified and mapped onto the constructs of the Consolidated Framework for Implementation Research (CFIR). Directed content analysis yielded thematic areas and a reporting frequency.ResultsA total of thirty (n = 30) studies were included in this review, representing twenty‐five (n = 25) distinct coaching programmes. Implementation determinants were clustered under two CFIR domains: the Inner Setting (8 facilitators, 5 barriers) and Implementation Process (6 facilitators, 1 barrier). Barriers included (i) limited organisational capacity, (ii) lack of psychological safety, (iii) competing work demands, and (iv) insufficient leadership buy‐in, while facilitators were the (i) allocation of protected time for participants and coaches, (ii) promotion through opinion leaders, (iii) embeddedness in existing Continuous Professional Development programmes, and (iv) programme co‐creation.ConclusionThe findings of this study provide practical insights to guide the future implementation of coaching interventions at an organisational level. In particular, the identified barriers and facilitators suggest, for optimal efficacy and sustainment, coaching interventions must be implemented within a safe, supportive organisational climate.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

Jansen,

Czabanowska,

de Pagter

et al. 2024

Health Planning & Management

View full text Add to dashboard Cite

show abstract

“…In response, various institutions analyzed different learning modalities including initiating a coaching program focused on professional identity and clinical skill development, which showed positive results based on anonymous surveys [ 10 ]. Another created a two-week virtual rotation with asynchronous assignments and small group didactic sessions focused on medical knowledge, professional development, professional identity, and social determinants of health again finding positive results based on pre- and post-medical knowledge examinations and surveys [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

The Impact of COVID-19 on Emergency Medicine Rotations

Tennill¹,

Turner²,

Fleming³

et al. 2022

Cureus

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The impact of modifications in curriculum and clinical rotations made secondary to the COVID-19 pandemic on medical education has yet to be fully investigated. We observed differences in the types of patients seen by medical students that may have resulted from clinical disruptions due to the COVID-19 pandemic. We then evaluated what impact these disruptions had on the students' clinical competency. MethodsWe obtained patient logbooks of third-year medical students (M3) and fourth-year sub-interns (M4) from the first three emergency medicine (EM) rotation blocks of the 2019-2020 (Y19) and 2020-2021 (Y20) academic years. We then reviewed and categorized the chief complaints seen and procedures in which they participated. A robust t-test was used to detect differences in chief complaints and procedures. Finally, we looked for objective differences using the chi-square test in clinical performance between the class of 2021 (Class21) and the class of 2022 (Class22), as assessed by performance on our institution's clinical competency examination. ResultsOverall, students saw a 25.3% decrease in average number of patient encounters. Statistically significant decreased average numbers of infectious (-28.3%, p=0.013); musculoskeletal (-22.2%, p=0.018); gastrointestinal (GI) (-24.6%, p<0.01); genitourinary (GU) (-33.2%, p<0.01); head, eyes, ears, nose, throat (HEENT) (-31.1%, p<0.01); trauma (-33.0%, p<0.01); and respiratory (-45.4%, p<0.001) complaints were observed.Both M3s and M4s encountered significantly less GU (-25.6%, p=0.048; -41.7%, p=0.016) and trauma (-29.1%, p=0.023; -33.2%, p=0.032) complaints in Y20. M4s saw significantly less GI complaints (-42.6%, p<0.001) in Y20, whereas M3s encountered significantly less psychiatric and HEENT complaints (-30.3%, p=0.046; -34.6%, p=0.013). Both classes saw significantly less respiratory complaints in Y20 but more so for M4s (-65.3%, p<0.001) than for M3s (-27.9%, p=0.033). There were no significant differences in average number of procedures between years.We did not observe any differences in overall clinical performance between the two selected classes. While class of 2021 scored a significantly higher average on a case of fatigue (p=0.0004) and class of 2022 on a case of abdominal pain (p<0.0001), there were no significant differences in the primary chief complaints that would be attributed to COVID-19, such as dyspnea. ConclusionModifications made to curricula and clinical rotations due to the COVID-19 pandemic led to students encountering less patients overall, with significant decreases in multiple chief complaint types compared to Y19 but no significant change in procedure numbers. Notably, there was no major impact seen on clinical competency providing a positive argument for considering innovative teaching and learning methods.

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Tips for developing a coaching program in medical education

Miller-Kuhlmann,

Sasnal,

Gold

et al. 2023

Medical Education Online

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This article provides structure to developing, implementing, and evaluating a successful coaching program that effectively meets the needs of learners. We highlight the benefits of coaching in medical education and recognize that many educators desiring to build coaching programs seek resources to guide this process. We align 12 tips with Kern’s Six Steps for Curriculum Development and integrate theoretical frameworks from the literature to inform the process. Our tips include defining the reasons a coaching program is needed, learning from existing programs and prior literature, conducting a needs assessment of key stakeholders, identifying and obtaining resources, developing program goals, objectives, and approach, identifying coaching tools, recruiting and training coaches, orienting learners, and evaluating program outcomes for continuous program improvement. These tips can serve as a framework for initial program development as well as iterative program improvement.

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A Brief Coaching Pilot Enhances Professional Identity Formation and Clinical Skills Acquisition During Emergency Medicine Clerkships Shortened by COVID-19

Cited by 3 publications

References 8 publications

Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

The Impact of COVID-19 on Emergency Medicine Rotations

Tips for developing a coaching program in medical education

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