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Miller-Kuhlmann R, Sasnal M, Gold CA, Nassar AK, Korndorffer JR, Van Schaik S, Marmor A, Williams S, Blankenburg R, Rassbach CE. Tips for developing a coaching program in medical education. MEDICAL EDUCATION ONLINE 2024; 29:2289262. [PMID: 38051864 PMCID: PMC10783821 DOI: 10.1080/10872981.2023.2289262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 11/26/2023] [Indexed: 12/07/2023]
Abstract
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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Affiliation(s)
| | - Marzena Sasnal
- Center for Research on Education Outcomes, Stanford University, Palo Alto, USA
| | - Carl A. Gold
- Department of Neurology and Neurological Sciences, Stanford University, Palo Alto, USA
| | | | | | - Sandrijn Van Schaik
- Department of Pediatrics, University of California at San Francisco, San Francisco, USA
| | - Andrea Marmor
- Department of Pediatrics, University of California at San Francisco, San Francisco, USA
| | - Sarah Williams
- Department of Emergency Medicine, Stanford University, Palo Alto, USA
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Mukherjee B, Smith R, Khalsa G. An Experiential Approach to Training Medical Faculty to Coach: "The Total Experience was Much More Than the Sum of Its Parts". J Clin Psychol Med Settings 2024:10.1007/s10880-024-10038-0. [PMID: 39179748 DOI: 10.1007/s10880-024-10038-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/31/2024] [Indexed: 08/26/2024]
Abstract
Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants' perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.
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Affiliation(s)
- Binata Mukherjee
- Faculty and Professional Development & Internal Medicine, Frederick P. Whiddon College of Medicine, University of South Alabama, CSAB 104, 5795 USA Drive North, Mobile, AL, 36688-0002, USA.
- Mitchell College of Business, University of South Alabama, Mobile, AL, USA.
| | - Rebecca Smith
- Frederick P. Whiddon College of Medicine, University of South Alabama, Mobile, AL, USA
| | - Gurupreet Khalsa
- Department of Counseling and Instructional Sciences, College of Education, Program of Instructional Design and Development, University of South Alabama, Mobile, AL, USA
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Hsu D, Rassbach C, Leaming-Van Zandt K, Morrow A, Rubenstein J, Tatem A, Turner DA, Poitevien P, Barone MA. Competency based medical education and trust in the learning environment. Curr Probl Pediatr Adolesc Health Care 2024:101640. [PMID: 38876832 DOI: 10.1016/j.cppeds.2024.101640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/16/2024]
Affiliation(s)
- Deborah Hsu
- Stanford University School of Medicine, Department of Emergency Medicine, Division of Pediatric Emergency Medicine, Palo Alto CA, United States.
| | - Carrie Rassbach
- Stanford University School of Medicine, Department of Pediatrics, Division of Hospital Medicine, Palo Alto CA, United States
| | - Katherine Leaming-Van Zandt
- Penn State College of Medicine, Department of Emergency Medicine, Division of Pediatric Emergency Medicine, Hershey PA, United States
| | - Asha Morrow
- Baylor College of Medicine, Department of Pediatrics, Division of Pediatric Emergency Medicine, Houston TX, United States
| | - Jared Rubenstein
- Baylor College of Medicine, Department of Pediatrics, Division of Palliative Care, Houston TX, United States
| | - Andria Tatem
- Eastern Virginia Medical School and Children's Hospital of the King's Daughters, Department of Pediatrics, Norfolk VA, United States
| | - David A Turner
- American Board of Pediatrics, Chapel Hill NC, United States
| | - Patricia Poitevien
- Brown University Warren Alpert Medical School and Hasbro Children's Hospital, Department of Pediatrics, Division of Pediatric Hospital Medicine, Providence RI, United States
| | - Michael A Barone
- Brown University Warren Alpert Medical School and Hasbro Children's Hospital, Department of Pediatrics, Division of Pediatric Hospital Medicine, Providence RI, United States
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Charondo LB, Sheu L, Bakke BM, Hauer KE. 'It's more like checking in with an old friend': A qualitative study of medical students' experiences with longitudinal coaches throughout medical school. MEDICAL TEACHER 2024; 46:808-816. [PMID: 38049978 DOI: 10.1080/0142159x.2023.2284659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/06/2023]
Abstract
PURPOSE Coaching in medical education facilitates learners' growth and development through feedback, goal-setting and support. This study explored how coaching relationships evolve throughout medical school and the impact of longitudinal coaching relationships on medical students' approach to feedback and goal setting in the clinical years. METHOD In this qualitative study using a constructivist paradigm, authors purposively sampled 15 senior medical students at University of California, San Francisco, to participate in individual semi-structured interviews (October-November 2021). The authors used an inductive approach to thematic analysis. RESULTS The authors identified four themes: First, the student-coach relationship deepened over the course of medical school. Second, students identified factors that sustained and strengthened the student-coach relationship over time: a strong foundation to the relationship, the non-evaluative nature of the relationship, coach supportiveness and responsiveness, and coach knowledge of the institutional landscape. Third, coaches provided individualized advice, assessed trajectory, and guided feedback interpretation. Lastly, students applied skills of soliciting and responding to feedback and creating learning goals, originally learned through coaching experience. CONCLUSIONS Coaching relationships, grounded in trust, evolve to meet students' changing needs as they grow into physicians. Students apply feedback and goal-setting skills learned with the coach in clinical settings with other supervisors.
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Affiliation(s)
| | - Leslie Sheu
- Private Medical, Menlo Park, California, USA
| | - Brian M Bakke
- Department of Medicine, University of California, San Francisco, San Francisco, California, USA
| | - Karen E Hauer
- Department of Medicine, University of California, San Francisco, San Francisco, California, USA
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Tan E, Frambach J, Driessen E, Cleland J. Opening the black box of school-wide student wellbeing programmes: a critical narrative review informed by activity theory. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:663-687. [PMID: 37393378 DOI: 10.1007/s10459-023-10261-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 06/18/2023] [Indexed: 07/03/2023]
Abstract
PURPOSE Medical schools have a duty of care to support student wellbeing but there is little guidance on how to translate this mandate into practice. Often schools focus on implementing and reporting individual-level interventions which typically only address one aspect of wellbeing. Conversely, less attention has been paid to holistic school-wide approaches towards student wellbeing that address multiple wellbeing dimensions. Thus, this review sought to improve our understanding of how support is mediated within such school-wide wellbeing programmes. METHOD This critical narrative review was conducted in two stages. First, the authors searched several key databases for papers published up to 25th May 2021, using a systematic search strategy and TREND checklist to guide our data extraction process. We later expanded our search to include literature published from the original date to 20th May 2023. Second, the identified articles were critically analysed using activity theory as a theoretical lens to aid explanation. RESULTS We found school-wide wellbeing programmes emphasize social connectivity and building a sense of community. Tutors take a key role in the activity of supporting students' wellbeing. We mapped out the activity system components to describe the complexity of this tutor role. This analysis illustrated: tensions and contradictions in the system which may open up opportunities for change; the importance of context for influencing how system components interact; and that students' trust underpins the whole activity system. CONCLUSIONS Our review shines a light into the black-box of holistic school-wide wellbeing programmes. We identified that tutors play a key role in wellbeing systems but confidentiality is a recurring tension which may jeopardise a wellbeing system. The time has come to investigate these systems in more detail, embracing and exploring the role of context at the same time as looking for common threads.
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Affiliation(s)
- Emmanuel Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands.
| | - Janneke Frambach
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
| | - Erik Driessen
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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Elster MJ, Parsons AS, Collins S, Gusic ME, Hauer KE. 'We're like Spider-Man; with great power comes great responsibility': Coaches' experiences supporting struggling medical students. MEDICAL TEACHER 2024:1-9. [PMID: 38588710 DOI: 10.1080/0142159x.2024.2337250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 03/26/2024] [Indexed: 04/10/2024]
Abstract
BACKGROUND Medical students can experience a range of academic and non-academic struggles. Coaching is a valuable strategy to support learners, but coaches describe working with struggling learners as taxing. Transformative learning theory (TLT) provides insights into how educators grow from challenging experiences to build resilience. This study explores how coaches evolve as educators through supporting struggling students. METHODS This qualitative study grounded in an interpretivist paradigm used interviews of longitudinal medical student coaches at two academic institutions. Interviews, using TLT as a sensitizing concept, explored coaches' experience coaching struggling learners. We performed thematic analysis. RESULTS We interviewed 15 coaches. Coaches described supporting students through multi-faceted struggles which often surprised the coach. Three themes characterized coaches' experiences: personal responsibility, emotional response, and personal learning. Coaches shouldered high personal responsibility for learners' success. For some, this burden felt emotional, raised parental instincts and questions about maintaining boundaries with learners. Coaches evolved their coaching approach, challenged biases, and built skills. Coaches learned to better appreciate the learner point of view and employ resources to support students. DISCUSSION Through navigating learner struggles, educators can gain self-efficacy, learn to understand learners' perspectives, and evolve their coaching approach to lessen their personal emotional burden through time.
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Affiliation(s)
- Martha J Elster
- University of California San Francisco School of Medicine, San Francisco, California, USA
| | - Andrew S Parsons
- University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - Sally Collins
- University of California San Francisco School of Medicine, San Francisco, California, USA
| | | | - Karen E Hauer
- University of California San Francisco School of Medicine, San Francisco, California, USA
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Brown MEL, Parekh R, Collin V, Sivam V, Ahuja N, Kumar S. Learning machines or the key to care: a qualitative study exploring the impact of the hidden curriculum on medical students' longitudinal experiences in primary care. BMJ Open 2023; 13:e074227. [PMID: 37730387 PMCID: PMC10514660 DOI: 10.1136/bmjopen-2023-074227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 08/21/2023] [Indexed: 09/22/2023] Open
Abstract
OBJECTIVE Longitudinal learning often faces implementation challenges within UK medical schools. Some have suggested that the hidden curriculum may be implicated, but there is little evidence regarding how the hidden curriculum influences student experiences of, and engagement with longitudinal learning. Given this, our objective was to explore the impact of the hidden curriculum on student experiences of a longitudinal curriculum based in primary care at a research-intensive medical school. DESIGN We conducted a longitudinal qualitative study. Students participated in three serial, in-depth semistructured interviews. We conducted a longitudinal thematic analysis. SETTING One research-intensive medical school based in the UK. Data collection occurred in 2021-2022. PARTICIPANTS 12 penultimate year medical students taking part in a longitudinal primary care placement for 1 day a week over the course of one academic year. RESULTS We constructed four themes capturing insights on how hidden curricula influenced students' experiences: (1) A culture which stresses assessment influences student engagement with longitudinal learning; (2) Longitudinal relationships can challenge the hidden curriculum; (3) Support and continuity within primary care improves skills and can influence belonging and (4) Logistical issues influence engagement with longitudinal learning. CONCLUSIONS The hidden curriculum, particularly related to assessment, plays a large role in student perceptions of educational value and subsequent engagement with curricula. In a research-intensive institution, longitudinal learning, particularly within primary care, was perceived as at odds with what was important for assessments. Where longitudinal relationships were successfully established, students became more aware of the benefits of person-centred practice. For primary care longitudinal education to succeed in more research-intensive institutions, there must first be advocacy for greater representation of primary care and person-centred values within organisational structures to ensure meaningful curricular alignment.
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Affiliation(s)
- Megan E L Brown
- Medical Education Innovation and Research Centre (MEdIC), Imperial College London, London, UK
| | - Ravi Parekh
- Medical Education Innovation and Research Centre (MEdIC), Imperial College London, London, UK
| | - Victoria Collin
- Medical Education Innovation and Research Centre (MEdIC), Imperial College London, London, UK
| | - Vanessa Sivam
- Medical Education Innovation and Research Centre (MEdIC), Imperial College London, London, UK
| | - Neha Ahuja
- Medical Education Innovation and Research Centre (MEdIC), Imperial College London, London, UK
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Klig JE, Kettyle WM, Kosowsky JM, Phillips, Jr. WR, Farrell SE, Hundert EM, Dalrymple JL, Goldhamer MEJ. A pilot clinical skills coaching program to reimagine remediation: a cohort study. MEDEDPUBLISH 2023; 13:29. [PMID: 37674590 PMCID: PMC10477753 DOI: 10.12688/mep.19621.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/08/2023] Open
Abstract
Background New approaches are needed to improve and destigmatize remediation in undergraduate medical education (UME). The COVID-19 pandemic magnified the need to support struggling learners to ensure competency and readiness for graduate medical education (GME). Clinical skills (CS) coaching is an underutilized approach that may mitigate the stigma of remedial learning. Methods A six-month CS coaching pilot was conducted at Harvard Medical School (HMS) as a destigmatized remedial learning environment for clerkship and post-clerkship students identified as 'at risk' based on objective structured clinical examinations (OSCE). The pilot entailed individual and group coaching with five faculty, direct bedside observation of CS, and standardized patient encounters with video review. Strengths-based coaching principles and appreciative inquiry were emphasized. Results Twenty-three students participated in the pilot: 14 clerkship students (cohort 1) and 9 post-clerkship students (cohort 2). All clerkship students (cohort 1) demonstrated sustained improvement in CS across three OSCEs compared to baseline: at pilot close, at 6-months post pilot, and at 21-24 months post-pilot all currently graduating students (10/10, 100%) passed the summative OSCE, an HMS graduation requirement. All post-clerkship students (cohort 2) passed the HMS graduation OSCE (9/9,100%). Feedback survey results included clerkship students (9/14; 64%) and post-clerkship students (7/9; 78%); all respondents unanimously agreed that individual coaching was "impactful to my clinical learning and practice". Faculty and leadership fully supported the pilot as a destigmatized and effective approach to remediation. Conclusion Remediation has an essential and growing role in medical schools. CS coaching for remedial learning can reduce stigma, foster a growth mindset, and support sustained progress for 'at risk' early clerkship through final year students. An "implementation template" with suggested tools and timelines can be locally adapted to guide CS coaching for UME remediation. The CS coaching pilot model is feasible and can be generalized to many UME programs.
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Affiliation(s)
- Jean E. Klig
- Massachusetts General Hospital, Boston, Massachusetts, 02114, USA
- Harvard Medical School, Boston, Massachusetts, 02115, USA
| | | | - Joshua M. Kosowsky
- Harvard Medical School, Boston, Massachusetts, 02115, USA
- Brigham and Women’s Hospital, Boston, Massachusetts, 02115, USA
| | - William R. Phillips, Jr.
- Harvard Medical School, Boston, Massachusetts, 02115, USA
- Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts, 02115, USA
| | - Susan E. Farrell
- Harvard Medical School, Boston, Massachusetts, 02115, USA
- Brigham and Women’s Hospital, Boston, Massachusetts, 02115, USA
| | | | - John L. Dalrymple
- Harvard Medical School, Boston, Massachusetts, 02115, USA
- Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts, 02115, USA
| | - Mary Ellen J. Goldhamer
- Massachusetts General Hospital, Boston, Massachusetts, 02114, USA
- Harvard Medical School, Boston, Massachusetts, 02115, USA
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