Coaching the Coach: A Program for Development of Faculty Portfolio Coaches

Kopechek, Jack; Bardales, Cheryl; Lash, A. Todd; Walker, Charles F.; Pfeil, Sheryl; Ledford, Cynthia H.

doi:10.1080/10401334.2016.1273781

Cited by 19 publications

(21 citation statements)

References 18 publications

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“…In most clinical settings, particularly within a busy emergency department, it may be even more difficult to devote valuable time protected from clinical duties solely for the purposes of reflection. Learning portfolios have been increasingly used in various health professions including medicine, nursing, and dentistry to promote learner metacognition and even faculty development [ 23 - 29 ]. However, the vast majority of portfolios used in undergraduate medical education featured reflective writing focusing on ethical and professional issues, as opposed to day-to-day clinical learning [ 23 ].…”

Section: Discussionmentioning

confidence: 99%

A Novel Web-Based Experiential Learning Platform for Medical Students (Learning Moment): Qualitative Study

et al. 2018

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BackgroundExperiential learning plays a critical role in learner development. Kolb’s 4-part experiential learning model consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation in a recurring cycle. Most clinical environments provide opportunities for experiences and active experimentation but rarely offer structured means for reflection and abstract conceptualization that are crucial for learners to learn through experience. We created Learning Moment, a novel Web-based educational tool that integrates principles of asynchronous learning and learning portfolios to fulfill the reflection and abstract conceptualization aspects of Kolb’s learning cycle in the modern clinical learning environment. Medical students log concise clinical “pearls” in the form of “learning moments” for reflection, review, and sharing with peers in a community of practice.ObjectiveWe sought to evaluate learners’ experiences with Learning Moment via a qualitative study.MethodsWe employed purposive sampling to recruit medical students who used Learning Moment during their rotation. We conducted 13 semistructured interviews (10 individual interviews and one 3-person group interview) between January and March 2017 using an ethnographic approach and utilized a general inductive method to analyze and code for potential themes.ResultsA total of 13 students (five in their third year of medical school and eight in their fourth year) voluntarily participated in our qualitative interviews. Five of the 13 (38%) students intended to pursue emergency medicine as their chosen field of specialty. The median number of “learning moments” logged by these students is 6. From our analysis, three key themes emerged relating to the perceived impact of Learning Moment on student learning: (1) logging “learning moments” enhanced memorization, (2) improved learning through reflection, and (3) sharing of knowledge and experiences in a community of practice.ConclusionsLearning Moment was successfully implemented into the educational infrastructure in our department. Students identified three mechanisms by which the application optimizes experiential learning, including enabling the logging of “learning moments” to promote memorization, encouraging reflection to facilitate learning, and fostering the sharing of knowledge and experiences within a community of practice. The Learning Moment concept is potentially scalable to other departments, disciplines, and institutions as we seek to optimize experiential learning ecosystems for all trainees.

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Section: Discussionmentioning

confidence: 99%

A Novel Web-Based Experiential Learning Platform for Medical Students (Learning Moment): Qualitative Study

et al. 2018

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“…The utility of reflection in coaching has been documented in the medical education literature. Reflection via portfolio use combined with individual coaching on student reflective entries, lead to improved self-awareness, insight and goal setting by coachees 20. The importance of reflection for recognizing learning moments, internalizing teaching and facilitating discussion of learning was demonstrated via use of a smartphone app in a workplace-based experiment 96.…”

Section: Faculty Development For the Coaching Rolementioning

confidence: 99%

“…These areas were improving faculty ability to lead meaningful conversations with learners about individual performance, identification and training in behaviors which impact learner reception and acceptance of feedback and promotion of stronger learner–supervisor relationships. Faculty development for coaching is necessary; however, best practices for training faculty coaches remain uncertain 20,21…”

Section: Introductionmentioning

confidence: 99%

“…Gawande23 introduced the concept of medical coaching and proposed that established, practicing physicians would benefit from peer observation and feedback. Medical coaching has recently been introduced experimentally in undergraduate20 and postgraduate residency programs 24,25. Its use has emerged as a strategy for implementing individualized education, allowing faculty to guide the performance, competency and career progression of an individual learner 22.…”

Section: Introductionmentioning

confidence: 99%

“…Available data suggest coaching improves performance, well-being, self-regulation,43 self-efficacy,42 resilience44–46 and goal attainment 47. Literature from the fields of business,43,48 motor learning,35,49 athletics,50,51 nursing46,52 and medical education20,24,33,53–55. conclude that coaching is effective.…”

Section: Introductionmentioning

confidence: 99%

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<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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Preceptoring, proctoring, mentoring, and coaching in surgery

Sachdeva

2021

Journal of Surgical Oncology

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Contemporary models of surgical education that are founded on sound educational theories and constructs need to be used across the continuum of professional development of surgeons starting with the first day of medical school, through surgery residency and fellowship training, to the last day of surgical practice. The highly learner‐centered and individually‐focused special interventions of preceptoring, proctoring, mentoring, and coaching should be linked to innovative competency‐based education models to address the educational needs of learners at all levels, and especially of surgeons in practice to continually improve their knowledge, skills, and performance, with the aspirational goal of achieving expertise and mastery. Each of these interventions is distinct with its own unique characteristics, applications, and anticipated impact, which must be clearly recognized for the interventions to be used most effectively. Broad acceptance and adoption of the aforementioned special interventions require recognition of the value each brings to the learner and the educational program. Professional organizations should play a key role in designing innovative educational programs that include these interventions, supporting their integration into surgical education and surgical practice, and influencing changes in the cultures in surgery to facilitate broad adoption of these interventions.

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Coaching the Coach: A Program for Development of Faculty Portfolio Coaches

Cited by 19 publications

References 18 publications

A Novel Web-Based Experiential Learning Platform for Medical Students (Learning Moment): Qualitative Study

A Novel Web-Based Experiential Learning Platform for Medical Students (Learning Moment): Qualitative Study

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

Preceptoring, proctoring, mentoring, and coaching in surgery

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