Twelve tips for designing and implementing an academic coaching program

References

• Alfa-Wali M. 2013. Surgical leadership through coaching. J Surg Educ. 70(5):680–682. doi:10.1016/j.jsurg.2013.02.003.
   PubMed Web of Science ®Google Scholar
• Armson H, Lockyer JM, Zetkulic M, Könings KD, Sargeant J. 2019. Identifying coaching skills to improve feedback use in postgraduate medical education. Med Educ. 53(5):477–493. doi:10.1111/medu.13818.
   PubMed Web of Science ®Google Scholar
• Bannister SL, Wu TF, Keegan DA. 2018. The clinical COACH: how to enable your learners to own their learning. Pediatrics. 142(5):1. doi:10.1542/peds.2018-2601.
   Web of Science ®Google Scholar
• Brown-O'Hara P. 2013. The influence of academic coaching on: Baccalaureate nursing students’ academic success, perceptions of the academic coaching relationship, perceived NCLEX-RN exam readiness and success on the NCLEX-RN exam. Widener University School of Nursing.
   Google Scholar
• Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, et al. 2009. The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. Med Teach. 31(4):282–298. BEME Guide No. 11 doi:10.1080/01421590902889897.
   PubMed Web of Science ®Google Scholar
• Cameron D, Dromerick LJ, Ahn J, Dromerick AW. 2019. Executive/life coaching for first year medical students: a prospective study. BMC Med Educ. 19(1):163. doi:10.1186/s12909-019-1564-4.
   PubMedGoogle Scholar
• Cavalcanti RB, Detsky AS. 2011. The education and training of future physicians: why coaches can’t be judges. J Am Med Assoc. 306(9):993–994.
   Web of Science ®Google Scholar
• Chopra V, Arora VM, Saint S. 2018. Will you be my mentor? – four archetypes to help mentees succeed in academic medicine. JAMA Intern Med. 178(2):175–176. doi:10.1001/jamainternmed.2017.6537.
   PubMed Web of Science ®Google Scholar
• Cleary M, Horsfall J. 2015. Coaching: comparisons with mentoring. Issues Ment Health Nurs. 36(3):243–245. doi:10.3109/01612840.2015.1002344.
   PubMed Web of Science ®Google Scholar
• Clutterbuck D. 2008. What’s happening in coaching and mentoring? And what is the difference between them? Develop Learn Organ. 22(4):8–10. doi:10.1108/14777280810886364.
   Google Scholar
• De Souza B, Viney R. 2014. Coaching and mentoring skills: necessities for today’s doctors. BMJ. 348:g4244. doi:10.1136/bmj.g4244.
   Google Scholar
• Deiorio NM, Carney PA, Kahl LE, Bonura EM, Juve AM. 2016. Coaching: a new model for academic and career achievement. Med Educ Online. 21(1):33480. doi:10.3402/meo.v21.33480.
   PubMed Web of Science ®Google Scholar
• Deiorio NM, Foster KW, Santen SA. 2021. Coaching a learner in medical education. Acad Med. 96(12):1758–1758. doi:10.1097/ACM.0000000000004168.
   PubMed Web of Science ®Google Scholar
• Deiorio NM, Miller Juve A. 2016. Developing an academic coaching program. MedEdPublish. 5:143. doi:10.15694/mep.2016.000143.
   Google Scholar
• Donner GJ, Wheeler MM. 2009. Coaching in nursing: an introduction. Indianapolis, USA: International Council of Nurses.
   Google Scholar
• Doran GT. 1981. There’s a SMART way to write management’s goals and objectives. Manag Rev. 70(11):35–36.
   Google Scholar
• Driessen E. 2017. Do portfolios have a future? Adv Health Sci Educ Theory Pract. 22(1):221–228. doi:10.1007/s10459-016-9679-4.
   PubMed Web of Science ®Google Scholar
• Gawande A. 2011. Annals of Medicine: personal best. The New Yorker. 87(30):44.
   Google Scholar
• Heeneman S, de Grave W. 2017. Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system–an activity theory analysis. Med Teach. 39(4):368–376. doi:10.1080/0142159X.2017.1286308.
   PubMed Web of Science ®Google Scholar
• Hofstede Insights. n.d. Organisational culture: what you need to know.
   Google Scholar
• Holt VP, Ladwa R. 2008. Mentoring. A quality assurance tool for dentists. Part 1: the need for mentoring in dental practice. Primary Dental Care. 15(4):141–146.
   PubMedGoogle Scholar
• King SM, Schuwirth LW, Jordaan JH. 2022. Embedding a coaching culture into programmatic assessment. Education Sciences. 12(4):273. doi:10.3390/educsci12040273.
   Web of Science ®Google Scholar
• Kumar K, King SM, Kette G. 2023. Reconceptualising faculty development for the future. Focus Health Profess Educ. 24(3):106–114.
   Web of Science ®Google Scholar
• Landreville J, Cheung W, Frank J, Richardson D. 2019. A definition for coaching in medical education. Can Med Ed J. 10(4):e109–e110. doi:10.36834/cmej.68713.
   PubMedGoogle Scholar
• Lawlor and Hornyak. 2012. SMART goals: how the application of smart goals can contribute to achievement of student learning outcomes. Annual ABSEL conference.
   Google Scholar
• Lovell B. 2018. What do we know about coaching in medical education? A literature review. Med Educ. 52(4):376–390. doi:10.1111/medu.13482.
   PubMed Web of Science ®Google Scholar
• Manek N. 2004. Developing coaching skills: a practical approach for education supervision. The Clin Teach. 1(2):74–76. doi:10.1111/j.1743-498X.2004.00036.x.
   Google Scholar
• Marcdante K, Simpson D. 2018. Choosing when to advise, coach, or mentor. J Grad Med Educ. 10(2):227–228. doi:10.4300/JGME-D-18-00111.1.
   PubMedGoogle Scholar
• Molloy E, Bearman M. 2019. Embracing the tension between vulnerability and credibility: ‘Intellectual candour’ in health professions education. Med Educ. 53(1):32–41. doi:10.1111/medu.13649.
   PubMed Web of Science ®Google Scholar
• Murdoch-Eaton D, Sandars J. 2014. Reflection: moving from a mandatory ritual to meaningful professional development. Arch Dis Child. 99(3):279–283. doi:10.1136/archdischild-2013-303948.
   PubMed Web of Science ®Google Scholar
• Najibi S, Carney PA, Thayer EK, Deiorio NM. 2019. Differences in coaching needs among underrepresented minority medical students. Fam Med. 51(6):516–522. doi:10.22454/FamMed.2019.100305.
   PubMed Web of Science ®Google Scholar
• Orr CJ, Sonnadara RR. 2019. Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum. Adv Med Educ Pract. 10:229–244. doi:10.2147/AMEP.S191470.
   PubMed Web of Science ®Google Scholar
• Pintrich PR. 2000. Chapter 14 The role of goal orientation in self-regulated learning. In Boekaerts M, Pintrich PR, Zeidner M, editors. Handbook of self-regulation. New York: Academic Press; p. 451–529.
   Google Scholar
• Ramani S, Kusurkar RA, Lyon-Maris J, Pyörälä E, Rogers GD, Samarasekera DD, Taylor DC, Ten Cate O. 2023. Mentorship in health professions education – an AMEE guide for mentors and mentees: AMEE Guide No. 167. Med Teach. 2023:1–13. doi:10.1080/0142159X.2023.2273217.
   Google Scholar
• Reynolds AK. 2020. Academic coaching for learners in medical education: twelve tips for the learning specialist. Med Teach. 42(6):616–621. doi:10.1080/0142159X.2019.1607271.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, et al. 2015. Facilitated reflective performance feedback: developing an evidence- and theory-based model that builds relationship, explores reactions and content, and coaches for performance change (R2C2). Acad Med. 90(12):1698–1706. doi:10.1097/ACM.0000000000000809.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Lockyer JM, Mann K, Armson H, Warren A, Zetkulic M, Soklaridis S, Könings KD, Ross K, Silver I, et al. 2018. The R2C2 model in residency education: how does it foster coaching and promote feedback use? Acad Med. 93(7):1055–1063. doi:10.1097/ACM.0000000000002131.
   PubMed Web of Science ®Google Scholar
• Schuwirth L, van der Vleuten C, Durning SJ. 2017. What programmatic assessment in medical education can learn from healthcare. Perspect Med Educ. 6(4):211–215. doi:10.1007/s40037-017-0345-1.
   PubMed Web of Science ®Google Scholar
• Sheu L, Hauer KE, Schreiner K, van Schaik SM, Chang A, O'Brien BC. 2020. “A friendly place to grow as an educator”: A qualitative study of community and relationships among medical student coaches. Acad Med. 95(2):293–300. doi:10.1097/ACM.0000000000002900.
   PubMed Web of Science ®Google Scholar
• Stokes P, Fatien Diochon P, Otter K. 2021. “Two sides of the same coin?” Coaching and mentoring and the agentic role of context. Ann NY Acad Sci. 1483(1):142–152. doi:10.1111/nyas.14316.
   PubMed Web of Science ®Google Scholar
• Tofade T. 2010. Coaching younger practitioners and students using components of the co-active coaching model. Am J Pharm Educ. 74(3):51. doi:10.5688/aj740351.
   PubMed Web of Science ®Google Scholar
• Van Mullem P, Brunner D. 2013. Developing a successful coaching philosophy: a step-by-step approach. Strategies. 26(3):29–34. doi:10.1080/08924562.2013.779873.
   Google Scholar
• Wald HS, Reis SP. 2010. Beyond the margins: reflective writing and development of reflective capacity in medical education. J Gen Intern Med. 25(7):746–749. doi:10.1007/s11606-010-1347-4.
   PubMed Web of Science ®Google Scholar
• Wass V, Harrison C. 2014. Empowering the learner to reflect: Do we need another approach? Med Educ. 48(12):1146–1147. doi:10.1111/medu.12612.
   PubMed Web of Science ®Google Scholar
• Watling CJ, LaDonna KA. 2019. Where philosophy meets culture: exploring how coaches conceptualise their roles. Med Educ. 53(5):467–476. doi:10.1111/medu.13799.
   PubMed Web of Science ®Google Scholar
• Wolff M, Deiorio NM, Miller Juve A, Richardson J, Gazelle G, Moore M, Santen SA, Hammoud MM. 2021. Beyond advising and mentoring: competencies for coaching in medical education. Med Teach. 43(10):1210–1213. doi:10.1080/0142159X.2021.1947479.
   PubMed Web of Science ®Google Scholar
• Wolff M, Hammoud M, Santen S, Deiorio N, Fix M. 2020. Coaching in undergraduate medical education: a national survey. Med Educ Online. 25(1):1699765. doi:10.1080/10872981.2019.1699765.
   PubMed Web of Science ®Google Scholar
• Wolff M, Morgan H, Jackson J, Skye E, Hammoud M, Ross PT. 2020. Academic coaching: insights from the medical student’s perspective. Med Teach. 42(2):172–177. doi:10.1080/0142159X.2019.1670341.
   PubMed Web of Science ®Google Scholar
• Wolff M, Ross P, Jackson J, Skye E, Gay T, Dobson M, Hughes DT, Morgan HK. 2021. Facilitated transitions: coaching to improve the medical school to residency continuum. Med Educ Online. 26(1):1856464. doi:10.1080/10872981.2020.1856464.
   PubMed Web of Science ®Google Scholar
• Wolff M, Stojan J, Buckler S, Cranford J, Whitman L, Gruppen L, Santen S. 2020. Coaching to improve self‐directed learning. Clin Teach. 17(4):408–412. doi:10.1111/tct.13109.
   PubMed Web of Science ®Google Scholar
• Zimmerman BJ. 1990. Self-regulated learning and academic achievement: an overview. Educ Psychol. 25(1):3–17. doi:10.1207/s15326985ep2501_2.
   Web of Science ®Google Scholar