2,207
Views
0
CrossRef citations to date
0
Altmetric
Trend Article

Tips for developing a coaching program in medical education

, , , , , , , , & show all
Article: 2289262 | Received 15 Sep 2023, Accepted 26 Nov 2023, Published online: 05 Dec 2023

References

  • The Coalition for Physician Accountability’s Undergraduate Medical Education Graduate medical education review committee (UGRC): recommendations for comprehensive improvement of the UME-GME transition. 2021. Accessed 2022 Sep 3. https://physicianaccountability.org/wp-content/uploads/2021/08/UGRC-Coalition-Report-FINAL.pdf
  • Deiorio NM, Carney PA, Kahl LE, et al. Coaching: a new model for academic and career achievement. Med Educ Online. 2016;21(1):33480. doi: 10.3402/meo.v21.33480
  • Jones RJ, Woods SA, Guillaume YRF. The effectiveness of workplace coaching: a meta-analysis of learning and performance outcomes from coaching. J Occup Organ Psychol. 2016;89(2):249–9. doi: 10.1111/joop.12119
  • Smith JMM. Surgeon coaching: why and how. [miscellaneous article]. J Pediatr Orthop. Published online 2020 July;40(1):S33–S37. doi: 10.1097/BPO.0000000000001541
  • Gazelle G, Liebschutz JM, Riess H. Physician burnout: coaching a way out. J Gen Intern Med. 2015;30(4):508–513. doi: 10.1007/s11606-014-3144-y
  • Palamara K, Kauffman C, Chang Y, et al. Professional development coaching for residents: results of a 3-year positive psychology coaching intervention. J Gen Intern Med. 2018;33(11):1842–1844. doi: 10.1007/s11606-018-4589-1
  • Rassbach CE, Blankenburg R. A novel pediatric residency coaching program: outcomes after one year. Acad Med. 2018;93(3):430–434. doi: 10.1097/ACM.0000000000001825
  • Sawatsky AP, Huffman BM, Hafferty FW. Coaching versus competency to facilitate professional identity formation. Acad Med. 2020;95(10):1511–1514. doi: 10.1097/ACM.0000000000003144
  • Lovell B. What do we know about coaching in medical education? A literature review. Med Educ. 2018;52(4):376–390. doi: 10.1111/medu.13482
  • Gonzalo JD, Wolpaw DR, Krok KL, et al. A developmental approach to Internal medicine residency education: lessons learned from the design and Implementation of a novel longitudinal coaching program. Med Educ Online. 2019;24(1):1591256. doi: 10.1080/10872981.2019.1591256
  • Hammoud MM, Deiorio NM, Moore M, et al. Coaching in medical education. Elsevier - Health Sciences Division; 2022.
  • Thomas PA, Kern DE, Hughes MT. Curriculum development for medical education: a Six-Step approach. Springer Publishing Company, Incorporated; 2016. [Accessed 2022 Sept 3]. http://ebookcentral.proquest.com/lib/stanford-ebooks/detail.action?docID=4398487
  • Yonder S, Pandey J. Remediation of pre-clerkship clinical skill performance using a hybrid coaching model. Med Educ Online. 2021;26(1):1842660. doi: 10.1080/10872981.2020.1842660
  • Deiorio N, Hammoud M. Coaching in medical education: a faculty handbook. Chicago, IL: American Medical Assocation; 2017. https://www.ama-assn.org/system/files/2019-09/coaching-medical-education-faculty-handbook.pdf
  • Sargeant J, Mann K, Manos S, et al. R2C2 in action: testing an Evidence-based model to facilitate feedback and coaching in residency. J Grad Med Educ. 2017;9(2):165–170.
  • Dixon W, Gallegos M, Williams S. A brief coaching pilot enhances professional identity formation and clinical skills acquisition during emergency medicine clerkships shortened by COVID-19. West J Emerg Med. 2022;23(1):30–32. doi: 10.5811/westjem.2021.12.53917
  • Könings KD, Mordang S, Smeenk F, et al. Learner involvement in the co-creation of teaching and learning: AMEE guide No. 138. Med Teach. 2020;43(8):1–13. doi: 10.1080/0142159X.2020.1838464
  • Underhill BO, Koriath JJ, McAnally K. Executive coaching for results : the definitive guide to developing organizational leaders. Vol. 1. Oakland, CA: Berrett-Koehler Publishers; 2007.
  • McGovern J, Lindemann M, Vergara M, et al. Maximizing the impact of executive coaching: behavioral change, organizational outcomes, and return on investment. Manch Rev. 2001;6(1):1–51.
  • Hauer KE, Chang A, van Schaik SM, et al. “It’s all about the trust and building a foundation:” evaluation of a longitudinal medical student coaching program. Teach Learn Med. 2022:1–15. doi: 10.1080/10401334.2022.2111570
  • Stanford medicine coaching | coaching office | Stanford medicine. Accessed 2022 Sep 29. https://med.stanford.edu/coachme.html
  • Rogers EM. Diffusion of innovations. 5th ed. New York, NY: Simon and Schuster; 2003.
  • Sasnal M, Miller-Kuhlmann R, Merrell SB, et al. Feasibility and acceptability of virtually coaching residents on communication skills: a pilot study. BMC Med Educ. 2021;21(1):513. doi: 10.1186/s12909-021-02936-w
  • Cheesebrough KR, Bronzert J, Frazier-De La Torre E. Leadership, academia, and the role of career coaching. Transl Behav Med. 2020;10(4):870–872. doi: 10.1093/tbm/ibaa057
  • Chatterjee D, Corral J. How to write well-defined learning objectives. J Educ Perioper Med JEPM. 2017;19(4):E610.
  • Bloom BS, ed. Taxonomy of educational objectives. Prelim. ed. London, UK: Longmans, Green & Co; 1954.
  • Cutrer WB, Miller B, Pusic MV, et al. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med. 2017;92(1):70–75.
  • Perlo J, Balik B, Swenson S, et al. IHI framework for improving joy in work. Published online 2017.
  • Seligman MEP, Csikszentmihalyi M. Positive psychology: an introduction. Am Psychol. 2000;55(1):5–14. doi: 10.1037/0003-066X.55.1.5
  • Schön DA. The reflective practitioner: how professionals think in action. Routledge; 2017. doi:10.4324/9781315237473.
  • Ten Cate TJ, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Med Teach. 2011;33(12):961–973. doi: 10.3109/0142159X.2011.595435
  • Li STT, Paterniti DA, Co JPT, et al. Successful self-directed lifelong learning in medicine: a conceptual model derived from qualitative analysis of a national survey of pediatric residents. Acad Med. 2010;85(7):1229–1236. doi: 10.1097/ACM.0b013e3181e1931c
  • Cruess RL, Cruess SR, Boudreau JD, et al. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015;90(6):718–725.
  • Kolb DA. Experiential learning: experience as the source of learning and development. Upper Saddle River, NJ: Pearson Education; 2015.
  • Kogan JR, Holmboe ES, Hauer KE. Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA. 2009;302(12):1316–1326. doi: 10.1001/jama.2009.1365
  • Wetzel AP. Factor analysis methods and validity evidence: a review of instrument development across the medical education continuum. Acad Med. 2012;87(8):1060–1069. doi: 10.1097/ACM.0b013e31825d305d
  • Artino AR, La Rochelle JS, Dezee KJ, et al. Developing questionnaires for educational research: AMEE guide No. 87. Med Teach. 2014;36(6):463–474.
  • Gehlbach H, Artino AR. The survey checklist (manifesto). Acad Med J Assoc Am Med Coll. 2018;93(3):360–366. doi: 10.1097/ACM.0000000000002083
  • Rickards G, Magee C, Artino AR. You can’t fix by analysis what you’ve spoiled by design: developing survey instruments and collecting validity evidence. J Grad Med Educ. 2012;4(4):407–410. doi: 10.4300/JGME-D-12-00239.1
  • Deiorio NM, Foster KW, Santen SA. Coaching a learner in medical education. Acad Med. 2021;96(12):1758–1758. doi: 10.1097/ACM.0000000000004168
  • The gold standard in coaching | ICF - Core competencies. International coaching federation. Accessed 2022 Sep 3. https://coachingfederation.org/credentials-and-standards/core-competencies
  • Bell AE, Meyer HS, Maggio LA. Getting better together: a website review of peer coaching initiatives for medical educators. Teach Learn Med. 2020;32(1):53–60. doi: 10.1080/10401334.2019.1614448
  • Sheu L, Hauer KE, Schreiner K, et al. “A friendly place to grow as an educator”: a qualitative study of community and relationships among medical student coaches. Acad Med. 2020;95(2):293–300. doi: 10.1097/ACM.0000000000002900
  • Harden RM. Trends and the future of postgraduate medical education. Emerg Med J EMJ. 2006;23(10):798–802. doi: 10.1136/emj.2005.033738
  • Hoban JD, Lawson SR, Mazmanian PE, et al. The self-directed learning readiness scale: a factor analysis study. Med Educ. 2005;39(4):370–379. doi: 10.1111/j.1365-2929.2005.02140.x
  • Schön DA. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. Jossey-Bass; 1987. xvii, 355.
  • Tuma F, Nassar AK. Applying Bloom’s taxonomy in clinical surgery: practical examples. Ann Med Surg 2012. 2021;69:102656. doi: 10.1016/j.amsu.2021.102656
  • Krathwohl DR. A revision of Bloom’s taxonomy: an overview. Theory Pract. 2002;41(4):212–218. doi: 10.1207/s15430421tip4104_2
  • Patton MQ. Utilization-focused evaluation. SAGE Publications; 2008.
  • Program evaluation home - CDC. Published July 1, 2022. Accessed 2022 Sep 3. https://www.cdc.gov/evaluation/index.htm
  • Markiewicz A, Patrick I. Developing monitoring and evaluation frameworks. Thousand Oaks, CA: SAGE Publications; 2015.
  • Giancola SP. Program evaluation: embedding evaluation into program design and development. Thousand Oaks, CA: SAGE Publications; 2020.
  • Kirkpatrick DL. Evaluating training programs: the four levels. Surry Hills, New South Wales: ReadHowYouWant.com; 2009.
  • Brown JB, Boles M, Mullooly JP, et al. Effect of clinician communication skills training on patient satisfaction. A randomized, controlled trial. Ann Intern Med. 1999;131(11):822–829. doi: 10.7326/0003-4819-131-11-199912070-00004
  • Rassbach CE, Bogetz AL, Orlov N, et al. The effect of faculty coaching on resident attitudes, confidence, and patient-rated communication: a multi-institutional randomized controlled trial. Acad Pediatr. 2019;19(2):186–194.
  • Selling SK, Rooholamini SN, Grow HM, et al. The effects of coaching pediatric residents on faculty coaches’ relationships, learning, and professional identity formation. Acad Med. doi: 10.1097/ACM.0000000000005011.