Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction

Abstract

Introduction: The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering all elements of clinical skills curricula; insufficient opportunity to practise clinical skills; and increasing reports of graduates’ incompetence in some clinical skills.

Methods: A systematic Structured Clinical Coaching Program (SCCP) for a large cohort of Year 1 students was developed, providing explicit learning objectives for both students and paid generalist clinical tutors. It incorporated ongoing multi-source formative assessment and was evaluated using a case-study methodology, a control-group design, and comparison of formative assessment scores with summative Objective Structured Clinical Examination (OSCE) scores.

Results: Students demonstrated a higher level of competence and confidence, and the formative assessment scores correlated with the Research students’ summative OSCE scores. SCCP tutors reported greater satisfaction and confidence through knowing what they were meant to teach. At-risk students were identified early and remediated.

Discussion: The SCCP ensures consistent quality in the teaching and assessment of all relevant clinical skills of all students, despite large numbers. It improves student and teacher confidence and satisfaction, ensures clinical skills competence, and could replace costly OSCEs.

Additional information

Notes on contributors

Patricia Régo

PATRICIA RÉGO is a member of the Discipline of Medical Education, School of Medicine, The University of Queensland, and evaluation consultant to the Queensland Health Skills Development Centre. Her research interests include: simulation in healthcare, students’ acquisition of clinical skills, and medical education.

Ray Peterson

Associate Professor RAY PETERSON is the Head of the Discipline of Medical Education and Director of the MBBS Program, School of Medicine, The University of Queensland.

Leonie Callaway

Associate Professor LEONIE CALLAWAY is the Head of the Royal Brisbane Clinical School, The University of Queensland, a specialist in Internal and Obstetric Medicine, Royal Brisbane and Women's Hospital, and currently Lead Fellow, Teaching and Learning, Royal Australasian College of Physicians. Her research interests lie in obstetric medicine and medical education.

Michael Ward

Professor Emeritus MICHAEL WARD was previously the Head of the Central Clinical Division, School of Medicine at The University of Queensland. Now he is the Commissioner, Health Quality & Complaints Commission, Queensland Health.

Carol O’Brien

CAROL O’BRIEN is trained in analytical philosophy to research master's level. Her research interests include: the ethics and metaphysics of death and dying; applied ethics; and the moral psychology of Aristotle and Epicurus. She currently works in research higher degree administration in Brisbane, Australia.

Ken Donald

Professor Emeritus KEN DONALD was previously the Head of the School of Medicine, The University of Queensland.