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Day LB, Butler D, Kuper A, Shah R, Stroud L, Ginsburg S, Tavares W, Brydges R. (Mis)Alignment in resident and advisor co-regulated learning in competency-based training. MEDICAL EDUCATION 2024. [PMID: 39387405 DOI: 10.1111/medu.15549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2024] [Revised: 09/09/2024] [Accepted: 09/17/2024] [Indexed: 10/15/2024]
Abstract
BACKGROUND/OBJECTIVE In implementing competence-based medical education (CBME), some Canadian residency programmes recruit clinicians to function as Academic Advisors (AAs). AAs are expected to help monitor residents' progress, coach them longitudinally, and serve as sources of co-regulated learning (Co-RL) to support their developing self-regulated learning (SRL) abilities. Implementing the AA role is optional, meaning each residency programme must decide whether and how to implement it, which could generate uncertainty and heterogeneity in how effectively AAs will "monitor and advise" residents. We sought to clarify how AA-resident dyads collaboratively interpret assessment data from multiple sources, co-create learning goals and action plans and attempt to enhance residents' SRL skills. METHODS Shortly after each of their six meetings during two years of Internal Medicine residency, we conducted individual, brief interviews with AAs (N = 10) and residents (N = 10). We analysed transcripts using an abductive framework with theory-based and evidence-based sensitizing concepts. RESULTS We collected 49 residents and 36 AA 'meeting debriefs', which produced rich data on how dyads variably engaged in SRL and Co-RL. Residents and AAs adopted "learning stances" that oriented their perceptions and approaches to Co-RL. Their stances did not always align within dyads. We found unique patterns in how stances evolved or devolved over time, and in how these changes impacted dyads' Co-RL processes. While some dyads evolved to engage in proactive co-regulation, most stayed consistent or oscillated reactively in their relationships, with little apparent Co-RL focused on helping residents to develop clinical competencies through SRL. We catalogued multiple influential sources of regulation of learning. CONCLUSION The conceptually ideal form of Co-RL was not consistently achieved in this well-intended implementation of AA-resident dyads. To better translate 'coaching over time' from intention to practice, we recommend that residency programmes use Co-RL principles to refine CBME processes, including refining assessment tools, resident orientation sessions and faculty development practices.
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Affiliation(s)
- Leora Branfield Day
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Department of Medicine, Women's College Hospital, Toronto, ON, Canada
| | - Deborah Butler
- Human Development, Learning, and Culture, Special Education, Faculty of Education, University of British Columbia, Vancouver, Canada
- Centre for Health Education Scholarship, University of British Columbia, Vancouver, Canada
| | - Ayelet Kuper
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada
- Department of Medicine, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
| | - Rupal Shah
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Department of Medicine, University Health Network, Toronto, ON, Canada
| | - Lynfa Stroud
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada
- Department of Medicine, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
| | - Shiphra Ginsburg
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada
- Department of Medicine, Mount Sinai Hospital, Toronto, ON, Canada
| | - Walter Tavares
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada
- Department of Health and Society, Wilson Centre for Health Professions Education Research, University of Toronto, Toronto, ON, Canada
| | - Ryan Brydges
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada
- Li Ka Shing Knowledge Institute and Education Portfolio, St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada
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Kerins J, Phillips EC, Smith SE, Tallentire VR. The Rubik's cube of doing and being: Factors influencing professional identity transition to the medical registrar. CLINICAL TEACHER 2024; 21:e13713. [PMID: 38069581 DOI: 10.1111/tct.13713] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 11/07/2023] [Indexed: 09/03/2024]
Abstract
BACKGROUND Professional identity transitions, such as the transition to medical registrar, are challenging. How minoritised identities influence transitions during medical training requires further study. This study aimed to explore the factors influencing the transition to the medical registrar in Scotland to guide support during training. METHODS Interviews exploring this transition with internal medicine trainees were audio recorded, transcribed verbatim and double-coded using template analysis. We applied an initial coding template informed by multiple and multidimensional transition theory of individual, interpersonal, systemic and macro-level factors. Using a critical theory lens, a further template analysis specifically sought to understand how trainees' social identities interacted with the various levels. FINDINGS Nineteen IM trainees were interviewed between January 2021 and February 2022. Influential factors reflected a parallel process of competence (doing) and identity (being) development. The interaction of social identities, such as gender (being a woman) and country of origin (being an international medical graduate), occurred across levels. This can be conceptualised as a Rubik's cube with the interplay between doing and being from an individual to a macro level with trainees' social identities interacting at all levels. CONCLUSION The transition to the medical registrar is multifaceted; with a challenging balance between support and independence in providing opportunities to perform (doing) whilst identity develops (being). Identity transitions involve multiple Rubik's-cube-like rotations between the facets of 'doing' and 'being,' until these align. Taking heed of influential factors and the interaction of minoritised social identities could guide a trainee-centred and smoother transition.
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Affiliation(s)
- Joanne Kerins
- Scottish Centre for Simulation and Clinical Human Factors, Larbert, UK
- NHS Greater Glasgow and Clyde, Glasgow, UK
| | | | - Samantha E Smith
- Scottish Centre for Simulation and Clinical Human Factors, Larbert, UK
- NHS Lothian, Edinburgh, UK
| | - Victoria R Tallentire
- Scottish Centre for Simulation and Clinical Human Factors, Larbert, UK
- NHS Lothian, Edinburgh, UK
- NHS Education for Scotland, Edinburgh
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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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Farrell LM, Cuncic C, MacDonald S, Wright BJ, Eva KW, Goldszmidt MA. Thresholds of becoming: an exploration of threshold concepts as a means to support professional identity formation in competency-based curricula. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:349-359. [PMID: 37258942 DOI: 10.1007/s10459-023-10245-8] [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: 04/14/2022] [Accepted: 05/21/2023] [Indexed: 06/02/2023]
Abstract
Inherent in every clinical preceptor's role is the ability to understand the learning needs of individual trainees, enabling them to meet their potential. Competency-based medical education frameworks have been developed to this end, but efforts to identify behaviours and activities that define competence are based on mapping knowledge, skills and ability, which can be difficult to integrate into a comprehensive picture of who the trainee is becoming. Professional identity formation, in contrast, prioritizes attention to who trainees are becoming, but provision of detailed guidance to preceptors on how to best support this form of development is challenging. The tension that results limits our ability to optimally support learners as strengths in competency development may mask professional identity development gaps and vice versa. To address this tension, this paper examines how the theory of threshold concepts - troublesome ideas that, once appreciated, fundamentally change how you understand and approach a particular activity - can shine light on professional identity formation and its relationship with developing competence. The recognition and identification of threshold concepts is offered as a means to improve our ability to identify, discuss and support behaviours and actions that impact the learner's capacity to act competently as they develop their identity at various stages of training.
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Affiliation(s)
- Laura M Farrell
- Department of Medicine, Division of Community Internal Medicine, University of British Columbia, Medical Sciences Building, 3800 Finnerty Road, Victoria, BC, V8P5C2, Canada.
| | - Cary Cuncic
- Department of Medicine, University of British Columbia, Vancouver, Canada
| | - Shavaun MacDonald
- Department of Medicine, University of British Columbia, Victoria, Canada
| | - Bruce J Wright
- Island Medical Program, Faculty of Medicine, University of British Columbia, Victoria, Canada
- Division of Medical Sciences, University of Victoria, Victoria, Canada
| | - Kevin W Eva
- Centre for Health Education Scholarship and Professor Department of Medicine, University of British Columbia, Vancouver, Canada
| | - Mark A Goldszmidt
- Department of Medicine, Division of General Internal Medicine and Research Scientist, Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, University of Western Ontario, London, Canada
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Tanzi S, Artioli G, Bertocchi E, Balestra GL, Ghirotto L, Cagna M, Laurenti F, Sacchi S. Experiential training course on spirituality for multidisciplinary palliative care teams in a hospital setting: a feasibility study. BMC Palliat Care 2024; 23:38. [PMID: 38336683 PMCID: PMC10858494 DOI: 10.1186/s12904-024-01341-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Accepted: 01/04/2024] [Indexed: 02/12/2024] Open
Abstract
BACKGROUND There is widespread agreement about the importance of spiritual training programs (STPs) for healthcare professionals caring for cancer patients, and that reflecting on one's spirituality is the first step. Health professionals (HPs) working in hospitals must develop this dimension to guarantee the quality of life as well as spiritual and emotional support. In this paper, we propose a possible training format for hospital professionals and assess its implementation. METHODS This is a phase 0-I study that follows the Medical Research Council (MRC) framework. The program was implemented for hospital palliative care specialists. The program included one theory lesson, three spiritual interactions, four pieces of reflective writing, and two individual follow-up sessions for each participant. The evaluation was performed quantitatively according to the MRC framework and qualitatively according to Moore's framework with data triangulation from interviews, reflective writings, and indicators. RESULTS The program was implemented for palliative care physicians, nurses, psychologists, and bioethicists according to the plan, and the program components were highly appreciated by the participants. The results suggest the feasibility of a training course with some corrections, regarding both the components of the training and organizational issues. The qualitative analysis confirmed a shift in the meaning of the themes we identified. The trainees went from intrapersonal spirituality to interpersonal spirituality (engagement with the other person's spirituality, acknowledging their unique spiritual and cultural worldviews, beliefs, and practices), with colleagues, patients, and people close to them. The training had an impact on Moore's Level 3b. CONCLUSIONS Spiritual training for hospital professionals working in palliative care is feasible. Having time dedicated to spirituality and the ongoing mentorship of spiritual care professionals were suggested as key elements. The next step is increasing awareness of spirituality from our hospital reality and creating a stable competent group (with nurses, chaplains, nuns, counselors, etc.) with the support of the management.
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Affiliation(s)
- Silvia Tanzi
- Palliative Care Unit, Azienda USL-IRCCS, Reggio Emilia, Italy.
| | - Giovanna Artioli
- Department of Medicine and Surgery, University of Parma, Parma, Italy
| | | | | | - Luca Ghirotto
- Qualitative Research Unit, Azienda USL-IRCCS, Reggio Emilia, Italy
| | | | | | - Simona Sacchi
- Palliative Care Unit, Azienda USL-IRCCS, Reggio Emilia, Italy
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Stoddard HA, Lee AC, Gooding HC. Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory. TEACHING AND LEARNING IN MEDICINE 2024:1-7. [PMID: 38332636 DOI: 10.1080/10401334.2024.2313212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Accepted: 01/25/2024] [Indexed: 02/10/2024]
Abstract
Framing the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in creating the goals and processes of an educational program. Such a partnership requires substantial revision of the expectations for both learners and instructors. In this Observations article, the idea of co-creation is applied to medical education and an aspirational vision for the role and value of faculty-student co-creation is advocated. Description and Explication: Co-creation partnerships of faculty and students occur in many forms, varying in degree of departure from traditional educational practice. Co-creation principles and partnerships can be deployed for almost all aspects of training including selection and organization of content, effective methods of instruction, and assessment of student learning. The outcomes of co-creation occur at three levels. The most specific outcome of co-creation is characterized by increased student engagement and enhanced learning. Broader outcomes include improved efficacy and value in the educational program and institution while, at the farthest-reaching level, a co-creative process can modify the medical profession itself. Although some specific instructional techniques to promote student involvement and input have historically been deployed in medical education, there is little evidence that students have ever been permitted to share in ownership. Implications for Medical Education: When fully embraced, curricular co-creation will be recognizable through improved student engagement and learning along with a revised understanding of how faculty-student relationships can foment reform in medical education and the culture of the profession. Further scholarship and research will be indispensable to examine how co-creative partnerships can flatten hierarchies within medical education and inspire the medical profession to be more inclusive and effective. Following the model of co-creation is expected to inspire learners by empowering them to participate fully as co-owners of their own education and prepare them to lead medical education in a different direction for the future.
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Affiliation(s)
- Hugh A Stoddard
- Department of Medicine, Emory University School of Medicine, Atlanta, Georgia, USA
| | - Annika C Lee
- Department Medicine-Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Holly C Gooding
- Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia, USA
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Bearman M, Ajjawi R, Castanelli D, Denniston C, Molloy E, Ward N, Watling C. Meaning making about performance: A comparison of two specialty feedback cultures. MEDICAL EDUCATION 2023; 57:1010-1019. [PMID: 37142553 DOI: 10.1111/medu.15118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 04/20/2023] [Accepted: 04/24/2023] [Indexed: 05/06/2023]
Abstract
INTRODUCTION Specialty trainees often struggle to understand how well they are performing, and feedback is commonly seen as a solution to this problem. However, medical education tends to approach feedback as acontextual rather than located in a specialty-specific cultural world. This study therefore compares how specialty trainees in surgery and intensive care medicine (ICM) make meaning about the quality of their performance and the role of feedback conversations in this process. METHODS We conducted a qualitative interview study in the constructivist grounded theory tradition. We interviewed 17 trainees from across Australia in 2020, eight from ICM and nine from surgery, and iterated between data collection and analytic discussions. We employed open, focused, axial and theoretical coding. FINDINGS There were significant divergences between specialties. Surgical trainees had more opportunity to work directly with supervisors, and there was a strong link between patient outcome and quality of care, with a focus on performance information about operative skills. ICM was a highly uncertain practice environment, where patient outcome could not be relied upon as a source of performance information; valued performance information was diffuse and included tacit emotional support. These different 'specialty feedback cultures' strongly influenced how trainees orchestrated opportunities for feedback, made meaning of their performance in their day-to-day patient care tasks and 'patched together' experiences and inputs into an evolving sense of overall progress. DISCUSSION We identified two types of meaning-making about performance: first, trainees' understanding of an immediate performance in a patient-care task and, second, a 'patched together' sense of overall progress from incomplete performance information. This study suggests approaches to feedback should attend to both, but also take account of the cultural worlds of specialty practice, with their attendant complexities. In particular, feedback conversations could better acknowledge the variable quality of performance information and specialty specific levels of uncertainty.
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Affiliation(s)
- Margaret Bearman
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia
| | - Rola Ajjawi
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia
| | - Damian Castanelli
- School of Clinical Sciences at Monash Health, Monash University, Clayton, Victoria, Australia
- Department of Anaesthesia and Perioperative Medicine, Monash Health, Clayton, Victoria, Australia
| | - Charlotte Denniston
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - Elizabeth Molloy
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - Natalie Ward
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia
| | - Chris Watling
- Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Canada
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Enani GN, Brydges R, MacRae HM, Louridas M. Exploring mentorship in surgery: An interview study on how people stick together. MEDICAL EDUCATION 2023; 57:1028-1035. [PMID: 37485632 DOI: 10.1111/medu.15157] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 06/01/2023] [Accepted: 06/10/2023] [Indexed: 07/25/2023]
Abstract
OBJECTIVE The objective is to explore the processes contributing to how and why mentors and mentees initiate, maintain and grow in their mentorship relationships in surgery. BACKGROUND To explore the processes contributing to how and why mentors and mentees initiate, maintain and grow their mentorship relationships in surgery. Evidence suggests that mentorship has a positive impact on physicians' success. Consequently, mentorship programmes have been incorporated into many medicine environments, albeit with variable success. METHODS We designed an interview-based study using a constructivist grounded theory approach to explore the dynamics of mentorship between junior and experienced surgeons. Recruited mentees were asked to nominate a senior surgeon they identified as a mentor. Both mentee and mentors were then interviewed separately. Transcripts were analysed using constant comparison to a create a final coding framework and to generate themes. RESULTS We interviewed nine faculty mentors and 10 junior faculty mentees. Our analysis identified key themes describing how to initiate, maintain and grow a mentorship relationship. Mentorship starts with ensuring a 'good fit', persists through satisfying a reciprocal loop with timely communication and deepens the relationship through cycles of mutual investment, learning, and success. Participants also discussed how to navigate through tensions to avoid relationship breakdown, balancing formality and friendship, knowing when to transition a relationship to a new dynamic and finding areas of realistic contribution. CONCLUSIONS We found that successful mentorship relationships are viewed as dynamic and thus require active investment and shared responsibility between mentees and mentors. Our results also emphasise the value of co-regulation in the relationship, where cycles of mutual investment can contribute to mutual learning and growth.
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Affiliation(s)
- Ghada N Enani
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
| | - Ryan Brydges
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
| | - Helen M MacRae
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
| | - Marisa Louridas
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
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Lockyer J, Lee-Krueger R, Armson H, Hanmore T, Koltz E, Könings K, Mahalik A, Ramani S, Roze des Ordons A, Trier J, Zetkulic M, Sargeant J. Application of the R2C2 Model to In-the-Moment Feedback and Coaching. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:1062-1068. [PMID: 37797303 DOI: 10.1097/acm.0000000000005237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
PURPOSE The R2C2 (relationship, reaction, content, coaching) model is an iterative, evidence-based, theory-informed approach to feedback and coaching that enables preceptors and learners to build relationships, explore reactions and reflections, confirm content, and coach for change and cocreate an action plan. This study explored application of the R2C2 model for in-the-moment feedback conversations between preceptors and learners and the factors that influence its use. METHOD A qualitative study using framework analysis through the lens of experiential learning was undertaken with 15 trained preceptor-learner dyads. Data were collected during feedback sessions and follow-up interviews between March 2021 and July 2022. The research team familiarized themselves with the data, used a coding template to document examples of the model's application, reviewed the initial framework and revised the coding template, indexed and summarized the data, created a summary document, examined the transcripts for alignment with each model phase, and identified illustrative quotations and overarching themes. RESULTS Fifteen dyads were recruited from 8 disciplines (11 preceptors were paired with a single resident [n = 9] or a single medical student [n = 2]; 2 preceptors each had 2 residents). All dyads were able to apply the R2C2 phases of building relationships, exploring reactions and reflections, and confirming content. Many struggled with the coaching components, specifically in creating an action plan and follow-up arrangements. Preceptor skill in applying the model, time available for feedback conversations, and the nature of the relationship impacted how the model was applied. CONCLUSIONS The R2C2 model can be adapted to contexts where in-the-moment feedback conversations occur shortly after a clinical encounter. Experiential learning approaches applying the R2C2 model are critical. Skillful application of the model requires that learners and preceptors go beyond confirming an area of change and deliberately engage in coaching and cocreating an action plan.
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Affiliation(s)
- Jocelyn Lockyer
- J. Lockyer is professor emerita and adjunct professor, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0002-3928-4827
| | - Rachelle Lee-Krueger
- R. Lee-Krueger is an education consultant, Office of Continuing Medical Education and Professional Development, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0001-6122-1868
| | - Heather Armson
- H. Armson is professor and assistant dean, Department of Family Medicine, Office of Continuing Medical Education and Professional Development, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0002-7147-6749
| | - Tessa Hanmore
- T. Hanmore is an educational consultant, Departments of Ophthalmology, Psychiatry, and Physical Medicine and Rehabilitation, Queen's University, Kingston, Ontario, Canada; ORCID: https://orcid.org/0000-0002-4654-9969
| | - Elizabeth Koltz
- E. Koltz is director of instructional and curricular design and assistant professor, Department of Medical Sciences, Hackensack Meridian School of Medicine, Nutley, New Jersey; ORCID: https://orcid.org/0000-0002-0368-7413
| | - Karen Könings
- K. Könings is associate professor, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0003-0063-8218
| | - Anne Mahalik
- A. Mahalik is an evaluation specialist, Continuing Professional Development & Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: https://orcid.org/0000-0003-3201-0871
| | - Subha Ramani
- S. Ramani is associate professor of medicine, Harvard Medical School, and adjunct professor, MGH Institute for Health Professions Education, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-8360-4031
| | - Amanda Roze des Ordons
- A. Roze des Ordons is clinical associate professor, Departments of Critical Care Medicine, Anesthesiology, and Oncology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0001-6480-4946
| | - Jessica Trier
- J. Trier is assistant professor, Department of Physical Medicine and Rehabilitation, Queen's University, Kingston, Ontario, Canada; ORCID: https://orcid.org//0000-0001-7478-8863
| | - Marygrace Zetkulic
- M. Zetkulic is associate professor of medicine and vice chair for medical education, Hackensack Meridian School of Medicine, Nutley, New Jersey; ORCID: https://orcid.org//0000-0002-2778-2124
| | - Joan Sargeant
- J. Sargeant is professor (postretirement), Continuing Professional Development and Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: https://orcid.org/0000-0003-0451-3674
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Farrell L, Ajjawi R. The power of stories: Supporting professional identity transitions through longitudinal coaching. MEDICAL EDUCATION 2023. [PMID: 36878865 DOI: 10.1111/medu.15078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Affiliation(s)
- Laura Farrell
- Department of Medicine, University of British Columbia, Victoria, British Columbia, Canada
| | - Rola Ajjawi
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Victoria, Australia
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Valentine N, Schuwirth L. Using fairness to reconcile tensions between coaching and assessment. MEDICAL EDUCATION 2023; 57:213-216. [PMID: 36346304 DOI: 10.1111/medu.14968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Affiliation(s)
- Nyoli Valentine
- Prideaux Discipline of Clinical Education, Flinders University, Bedford Park, South Australia, Australia
| | - Lambert Schuwirth
- Prideaux Discipline of Clinical Education, Flinders University, Bedford Park, South Australia, Australia
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