Developing an academic coaching program

Abstract

Academic coaching is emerging as a new model in preparing medical students for competency-based learning and creating their professional identity as lifelong learners (Schumacher, Englander, & Carraccio, 2013). Based on our review of the literature and our own experiences creating a coaching program in undergraduate medical education, we offer recommendations for success in the hope this will aid programs seeking to crate or improve coaching in their own medical schools or residencies. Much of the content is applicable to faculty coaching programs as well. In general, developers must consider aspects of clear definition of the program, faculty development, monetary and intangible support, and logistical details in order to be successful.

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

“…We developed a 4-item scale using previously published faculty development surveys (5-point Likert scale; 1 = “weak”, 5 = “strong”) [ 25 , 38 , 39 ] and summed items to create a scholarship self-efficacy score. Using factor analysis, we confirmed a unidimensional factor in our sample with a Cronbach’s alpha reliability coefficient of 0.87.…”

“…Our objectives were to examine coaches’ and other educators’ self-efficacy, job satisfaction, and burnout, and then explore how faculty experiences contribute to these outcomes. Coaching is a unique role which encourages self-reflection and offers skill building and community, all of which are potential sources of self-efficacy [ 14 , 16 , 25 , 26 ]. We hypothesized that coaches experience higher self-efficacy and, therefore, higher job satisfaction and lower burnout compared with other educators.…”

It’s hard to get better as a teacher when you’re on your own: consider instructional coaching

“…Readers should refer to Deiorio & Juve's article and others like it for guidance on creating their own instructional coaching programs. 18…”

Development of a systematic career coaching program for medical students

“…In this context, the demand for career guidance programs is growing. Many studies have emphasized the need for career guidance [ 6 - 9 ]; however, very little research has explored how systematic career-coaching programs (SCCPs) could be designed to help medical students evaluate their career options [ 10 - 12 ]. Instead, medical education negatively impacts medical students’ career choices, because they are offered only informal career-coaching, which is buried in the hidden curriculum.…”