3,134
Views
15
CrossRef citations to date
0
Altmetric
TWELVE TIPS

Academic coaching for learners in medical education: Twelve tips for the learning specialist

References

  • Anderson LW, Krathwohl DR, editors. 2001. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Complete edition. New York: Longman.
  • Andrews MA, Kelly WF, DeZee KJ. 2018. Why does this learner perform poorly on tests? Using self-regulated learning theory to diagnose the problem and implement solutions. Acad Med. 93:612–615.
  • Aronson L. 2011. Twelve tips for teaching reflection at all levels of medical education. Med Teach. 33:200–205.
  • Artino AR Jr, Hemmer PA, Durning SJ. 2011. Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students. Acad Med. 86:35–38.
  • Augustin M. 2014. How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals. Yale J Biol Med. 87:207–212.
  • Bandura A. 1976. Social learning theory. New Jersey: Prentice Hall.
  • Bloom BS, editor. 1956. Taxonomy of educational objectives: the classification of educational goals. Handbook 1: cognitive domain. New York: Longman.
  • Brookfield S. 1998. Critically reflective practice. J Contin Educ Health Prof. 18:197–205.
  • Brown PC, Roediger HL III, McDaniel MA. 2014. Make it stick: the science of successful learning. Cambridge (MA): The Belknap Press of Harvard University Press.
  • Cleary TJ, Callan GL, Zimmerman BJ. 2012. Assessing self-regulation as a cyclical, context-specific phenomenon: overview and analysis of SRL microanalytic protocols. Educ Res Int. 2012:1–19.
  • Cleary TJ, Durning SJ, Artino AR. 2016. Microanalytic assessment of self-regulated learning during clinical reasoning tasks: recent developments and next steps. Acad Med. 91:1516–1521. ​
  • Clutterbuck D. 2013. Powerful questions for coaches and mentors: a practical guide for coaches and mentors. Liverpool (UK). Wordscapes.
  • Conyne RK. 2015. Counseling for wellness and prevention: helping people become empowered in systems and settings. 3rd ed. New York: Routledge.
  • Deiorio NM, Carney PA, Kahl LE, Bonura EM, Juve AM. 2016. Coaching: a new model for academic and career achievement. Med Educ Online. 21:33480.
  • Dobson JL, Perez J, Linderholm T. 2017. Distributed retrieval practice promotes superior recall of anatomy information. Anat Sci Educ. 10:339–347.
  • Dweck CS. 2016. Mindset: the new psychology of success. New York: Ballantine Books.
  • Ellaway RH, Pusic MV, Galbraith RM, Cameron T. 2014. Developing the role of big data and analytics in health professional education. Med Teach. 36:216–222.
  • Ericsson KA. 2004. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 79:70–81.
  • Farrell TSC. 2015. Promoting teacher reflection in second language education: a framework for TESOL professionals. New York: Routledge.
  • Gifford KA, Fall LH. 2014. Doctor coach: a deliberate practice approach to teaching and learning clinical skills. Acad Med. 89:272–276.
  • Haneda M, Teemant A, Sherman B. 2017. Instructional coaching through dialogic interaction: helping a teacher to become agentive in her practice. Lang Educ. 31:46–64.
  • Kebaetse MB, Sims R. 2016. Using instructional consultation to support faculty in learner-centered teaching. J Fac Dev. 30:31–40.
  • LASSI: Learning and Study Strategies Inventory (3rd ed.). 2019. Clearwater (FL): H&H Publishing. [accessed 2019 Apr 5]. https://www.hhpublishing.com/ap/_assessments/LASSI-3rd-Edition.html.
  • Lincoln YS, Guba EG. 1985. Naturalistic inquiry. Newbury Park (CA): Sage.
  • Little D, Palmer MS. 2011. A coaching‐based framework for individual consultations. Impr Acad. 29:102–115.
  • Lockspeiser TM, O’Sullivan P, Teherani A, Muller J. 2008. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ Theory Pract. 13:361–372.
  • Lovell B. 2018. What do we know about coaching in medical education? A literature review. Med Educ. 52:376–390.
  • Lucey CR, Thibault GE, ten Cate O. 2018. Competency-based, time-variable education in the health professions: crossroads. Acad Med. 93:1–5.
  • MIDAS. About Midas. 2018. Kent (OH): Multiple Intelligences Research and Consulting, Inc; [accessed 2019 Feb 12]. http://www.miresearch.org/midas/midas-2/.
  • Mindset Assessment. 2015. Mindset works. [accessed 2019 Jan 29]. http://blog.mindsetworks.com/what-s-my-mindset.
  • New World Kirkpatrick Model. Kirkpatrick partners: the one and only kirkpatrick. 2019. Newnan (GA). [accessed 2019 Mar 20]. https://www.kirkpatrickpartners.com/Our-Philosophy/The-New-World-Kirkpatrick-Model.
  • Newman LR, Roberts DH, Schwartzstein RM. 2012. Peer observation of teaching handbook. MedEdPORTAL. http://www.mededportal.org/publication/9150.
  • Ruiter DJ, Van Kesteren MT, Fernandez G. 2012. How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding. Adv Health Sci Educ. 17:225–240.
  • Sandars J. 2009. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 31:685–695.
  • Shulman LS. 1986. Those who understand: knowledge growth in teaching. Educ Res. 15:4–14.
  • Siddiqui ZS, Jonas-Dwyer D, Carr SE. 2007. Twelve tips for peer observation of teaching. Med Teach. 29:297–300.
  • ten Cate O, Durning S. 2007. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 29:591–599.
  • van Nguyen H, Laohasiriwong W, Saengsuwan J, Thinkhamrop B, Wright P. 2015. The relationships between the use of self-regulated learning strategies and depression among medical students: an accelerated prospective cohort study. Psychol Health Med. 20:59–70.
  • Wells G. 2000. Dialogic inquiry in education: building on the legacy of Vygotsky. In: Lee CD, Smagorinsky P, editors. Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry. Cambridge (UK): Cambridge University Press; p. 19–30.
  • Zimmerman BJ. 1990. Self-regulated learning and academic achievement: an overview. Educ Psychol. 25:3–17.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.