Beyond Continuing Medical Education: Clinical Coaching as a Tool for Ongoing Professional Development

Iyasere, Christiana; Baggett, Meridale V; Romano, Jordan; Jena, Anupam B.; Mills, Gabrielle; Hunt, Daniel

doi:10.1097/acm.0000000000001131

Cited by 37 publications

(20 citation statements)

References 32 publications

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“…We found that both coaches and funded educators experienced enhanced global job satisfaction. Coaches are known to enjoy role satisfaction, but the finding of the impact of coaching on global satisfaction is novel [ 10 ]. Self-efficacy fosters job satisfaction, and participants identified sources of reward that enhanced their self-efficacy [ 22 ].…”

Section: Discussionmentioning

confidence: 99%

“…[ 8 ] The coach promotes learners’ self-improvement through feedback, self-reflection, and goal setting [ 8 , 9 ]. Learners working with coaches endorse enhanced comfort with clinical practice, greater self-awareness, and increased receipt of feedback [ 10 – 13 ]. Likewise, coaches experience benefits including professional development, community building, and role satisfaction [ 11 , 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

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Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

et al. 2021

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Introduction Coaching is a growing clinician-educator role. Self-efficacy is a powerful faculty motivator that is associated positively with job satisfaction and negatively with burnout. This study examines self-efficacy, job satisfaction, and burnout in coaches and other clinician-educators. Methods We conducted a mixed methods study using a quantitative survey followed by qualitative interviews of faculty at the University of California, San Francisco. Coaches (funded 20% full-time equivalents), faculty with other funded education positions (“funded”), and faculty without funded education positions (“unfunded”) completed a 48-item survey addressing self-efficacy (teaching, professional development, and scholarship), job satisfaction, and burnout. Data were analyzed using analysis of variance followed by post-hoc tests and chi-square tests. To elaborate quantitative results, we conducted qualitative interviews of 15 faculty and analyzed data using framework analysis. Results 202 of 384 faculty (52.6%) responded to the survey; 187 complete surveys were analyzed. Teaching self-efficacy was similar across groups. Coaches and funded educators had significantly higher professional development self-efficacy and job satisfaction than unfunded educators. Burnout was more prevalent in coaches and unfunded educators. Qualitative analysis yielded three themes: sources of reward, academic identity, and strategies to mitigate burnout. Educator roles provide reward that enhances self-efficacy and job satisfaction but also generate competing demands. Coaches cited challenges in forming professional identities and working with struggling learners. Discussion The coaching role provides faculty with benefits similar to other funded educator roles, but the particular demands of the coach role may contribute to burnout.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

et al. 2021

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“…A more hands-on approach was used at Massachusetts General Hospital (MGH), with senior clinical advisors acting as clinical coaches to early-career hospitalists. 38 Clinical coaching is a voluntary relationship between colleagues which focuses on a participant's strength and uses self-evaluation and feedback to improve clinical performance. 39 The program at MGH entailed twelve volunteer senior clinical advisors with more than 5 years of post-residency experience to coach 25 early-career hospitalists on medical decision-making, data interpretation, and clinical exam findings.…”

Section: Peer Feedback In Hospital Medicinementioning

confidence: 99%

Using Peer Feedback to Promote Clinical Excellence in Hospital Medicine

2020

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Hospitalists provide a significant amount of direct clinical care in both academic and community hospitals. Peer feedback is a potentially underutilized and low resource method for improving clinical performance, which lends itself well to the frequent patient care handoffs that occur in the practice of hospital medicine. We review current literature on peer feedback to provide an overview of this performance improvement tool, briefly describe its incorporation into multi-source clinical performance appraisals across disciplines, highlight how peer feedback is currently used in hospital medicine, and present practical steps for hospital medicine programs to implement peer feedback to foster clinical excellence among their clinicians.

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“…It is commonly employed in sports coaching and is strongly supported as essential to coach development 83. Iyasere et al84 notes that the practice of medicine is built on the apprenticeship model. Cognitive apprenticeship has been used to teach coaching in business and leadership programs 85.…”

Section: Faculty Development For the Coaching Rolementioning

confidence: 99%

<p>Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum</p>

Orr

Sonnadara

2019

AMEP

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As curricula move from a time-based system to a competency-based medical education system, faculty development will be required. Faculty will be asked to engage in the observation, assessment and feedback of tasks in the form of educational coaching. Faculty development in coaching is necessary, as the processes and tools for coaching learners toward competence are evolving with a novel assessment system. Here, we provide a scoping review of coaching in medical education. Techniques and content that could be included in the curricular design of faculty development programming for coaching (faculty as coach) are discussed based on current educational theory. A novel model of coaching for faculty (faculty as coachee) has been developed and is described by the authors. Its use is proposed for continuing professional development.

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Beyond Continuing Medical Education: Clinical Coaching as a Tool for Ongoing Professional Development

Abstract: To better understand the impact and generalizability of clinical coaching, a larger, longitudinal study is required to look at patient and provider outcomes in detail. Further refinement of the SCA role to meet faculty needs is needed and could include faculty development.

Cited by 37 publications

References 32 publications

Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

Using Peer Feedback to Promote Clinical Excellence in Hospital Medicine

<p>Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum</p>

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