References
- Watling C, Driessen E, van der Vleuten CPM, Lingard L. Learning culture and feedback: an international study of medical athletes and musicians. Med Educ. 2014;48(7):713–723. doi:10.1111/medu.12407.
- 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.
- Atkinson A, Watling CJ, Brand PLP. Feedback and coaching. Eur J Pediatr. 2022;181(2):441–446. doi:10.1007/s00431-021-04118-8.
- Bakke BM, Sheu L, Hauer KE. Fostering a feedback mindset: a qualitative exploration of medical students’ feedback experiences with longitudinal coaches. Acad Med. 2020;95(7):1057–1065. doi:10.1097/ACM.0000000000003012.
- 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. doi:10.1016/j.acap.2018.10.004.
- Parsons AS, Kon RH, Plews-Ogan M, Gusic ME. You can have both: coaching to promote clinical competency and professional identity formation. Perspect Med Educ. 2021;10(1):57–63. doi:10.1007/s40037-020-00612-1.
- Wolff M, Deiorio NM, Miller Juve A, et al. Beyond advising and mentoring: competencies for coaching in medical education. Med Teach. 2021;43(10):1210–1213. doi:10.1080/0142159X.2021.1947479.
- Deiorio NM, Carney PA, Kahl LE, Bonura EM, Juve AM. Coaching: a new model for academic and career achievement. Med Educ Online. 2016;21:33480. doi:10.3402/meo.v21.33480.
- 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.
- Saddawi-Konefka D, Sullivan A, Beltran C, Baker K. Doing More with written feedback: improving learner satisfaction and reflection with the LEAF (Learner-Engaged Analysis of Feedback) method. Acad Med. 2021;96(10):1425–1430. doi:10.1097/ACM.0000000000004046.
- Könings KD, van Berlo J, Koopmans R, et al. Using a smartphone app and coaching group sessions to promote residents’ reflection in the workplace. Acad Med. 2016;91(3):365–370. doi:10.1097/ACM.0000000000000989.
- de Lasson L, Just E, Stegeager N, Malling B. Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors. BMC Med Educ. 2016;16:165. doi:10.1186/s12909-016-0684-3.
- Gawande A. The coach in the operating room. The New Yorker. October 2011. https://www.newyorker.com/magazine/2011/10/03/personal-best. Accessed August 11, 2021.
- Iyasere CA, Baggett M, Romano J, Jena A, Mills G, Hunt DP. Beyond continuing medical education: clinical coaching as a tool for ongoing professional development. Acad Med. 2016;91(12):1647–1650. doi:10.1097/ACM.0000000000001131.
- Harden RM, C J. AMEE Guide No 20: the good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher. 2000;22(4):334–347. doi:10.1080/014215900409429.
- Marcdante K, Simpson D. Choosing when to advise, coach, or mentor. J Grad Med Educ. 2018;10(2):227–228. doi:10.4300/JGME-D-18-00111.1.
- Landreville J, Cheung W, Frank J, Richardson D. A definition for coaching in medical education. Can Med Educ J. 2019;10(4):e109–e110. doi:10.36834/cmej.68713.
- Hall J, Oswald A, Hauer KE, et al. Twelve tips for learners to succeed in a CBME program. Med Teach. 2021;43(7):745–750. doi:10.1080/0142159X.2021.1925233.
- Watling CJ, LaDonna KA. Where philosophy meets culture: exploring how coaches conceptualise their roles. Med Educ. 2019;53(5):467–476. doi:10.1111/medu.13799.
- Boud D. Feedback: ensuring that it leads to enhanced learning. Clin Teach. 2015;12(1):3–7. doi:10.1111/tct.12345.
- Wolff M, Morgan H, Jackson J, Skye E, Hammoud M, Ross PT. Academic coaching: Insights from the medical student’s perspective. Med Teach. 2020;42(2):172–177. doi:10.1080/0142159X.2019.1670341.
- Cruess SR, Cruess RL, Steinert Y. Supporting the development of a professional identity: general principles. Med Teach. 2019;41(6):641–649. doi:10.1080/0142159X.2018.1536260.
- Dunn LB, Iglewicz A, Moutier C. A conceptual model of medical student well-being: promoting resilience and preventing burnout. Acad Psychiatry. 2008;32(1):44–53. doi:10.1176/appi.ap.32.1.44.
- Brooks JV, Istas K, Barth BE. Becoming a coach: experiences of faculty educators learning to coach medical students. BMC Med Educ. 2020;20(1):208. doi:10.1186/s12909-020-02119-z.
- Elster MJ, O’Sullivan PS, Muller-Juge V, Sheu L, Kaiser SV, Hauer KE. Does being a coach benefit clinician-educators? A mixed methods study of faculty self-efficacy, job satisfaction and burnout. Perspect Med Educ. August 2021;11(1):45–52. doi:10.1007/s40037-021-00676-7.
- Heeneman S, de Grave W. Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis. Med Teach. 2017;39(4):368–376. doi:10.1080/0142159X.2017.1286308.
- Sheu L, Hauer KE, Schreiner K, van Schaik SM, Chang A, O’Brien BC. 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.
- Kakarala R, Smith SJ, Barreto E, Donelan K, Palamara K. When coaching meets mentoring: impact of incorporating coaching into an existing mentoring program at a community hospital. Cureus. 2018;10(8):e3138. doi:10.7759/cureus.3138.
- Patton MQ. Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use. New York, NY: Guilford Press; 2010.
- Haji F, Morin MP, Parker K. Rethinking programme evaluation in health professions education: beyond “did it work? Med Educ. 2013;47(4):342–351. doi:10.1111/medu.12091.
- Leonard SN, Fitzgerald RN, Riordan G. Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education. Higher Educ Res Develop. 2016;35(2):309–321. doi:10.1080/07294360.2015.1087386.
- Lucey CR, Hauer K, O’Sullivan P, Poncelet A, Souza KH, Davis J. University of California, San Francisco School of Medicine. Acad Med. 2020;95(9S):S70–S73. doi:10.1097/ACM.0000000000003469.
- Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. 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. doi:10.1097/ACM.0000000000000700.
- Auerbach SLF, JE. Positive Psychology in Coaching: Applying Science to Executive and Personal Coaching. 1st ed. Pismo Beach, CA: Executive College Press; 2015.
- 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.
- Harbell MW, Li D, Boscardin C, Pierluissi E, Hauer KE. Teaching systems improvement to early medical students: strategies and lessons learned. Acad Med. 2020;95(1):136–144. doi:10.1097/ACM.0000000000002886.
- Hauer KE, Iverson N, Quach A, Yuan P, Kaner S, Boscardin C. Fostering medical students’ lifelong learning skills with a dashboard, coaching and learning planning. Perspect Med Educ. 2018;7(5):311–317. doi:10.1007/s40037-018-0449-2.
- 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.
- Dyrbye L, Shanafelt T. A narrative review on burnout experienced by medical students and residents. Med Educ. 2016;50(1):132–149. doi:10.1111/medu.12927.
- Hojat M, Shannon SC, DeSantis J, Speicher MR, Bragan L, Calabrese LH. Does empathy decline in the clinical phase of medical education? A nationwide, multi-institutional, cross-sectional study of students at DO-granting medical schools. Acad Med. 2020;95(6):911–918. doi:10.1097/ACM.0000000000003175.
- Holmes CL, Miller H, Regehr G. (Almost) forgetting to care: an unanticipated source of empathy loss in clerkship. Med Educ. 2017;51(7):732–739. doi:10.1111/medu.13344.
- Begen FM, Turner-Cobb JM. Benefits of belonging: experimental manipulation of social inclusion to enhance psychological and physiological health parameters. Psychol Health. 2015;30(5):568–582. doi:10.1080/08870446.2014.991734.
- Davis DLF, Tran-Taylor D, Imbert E, Wong JO, Chou CL. Start the way you want to finish: an intensive diversity, equity, inclusion orientation curriculum in undergraduate medical education. J Med Educ Curric Dev. 2021;8:23821205211000352. doi:10.1177/23821205211000352.
- Murr AH, Miller C, Papadakis M. Mentorship through advisory colleges. Acad Med. 2002;77(11):1172–1173. doi:10.1097/00001888-200211000-00042.
- Hauer KE, O’Brien BC, Hansen LA, et al. More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships. Acad Med. 2012;87(10):1389–1396. doi:10.1097/ACM.0b013e31826743c3.
- Deiorio NM, Skye E, Sheu L. Chapter 1: Introduction and definition of academic coaching. In: Coaching in Medical Education: A Faculty Handbook. American Medical Association; 2017. p. 1–5.
- Handbook of Practical Program Evaluation, 4th ed. Hoboken, NJ: Wiley. 2021; Wiley.com. https://www.wiley.com/en-us/Handbook+of+Practical+Program+Evaluation%2C+4th+Edition-p-9781118893609. Accessed August 11,
- Gale NK, Heath G, Cameron E, Rashid S, Redwood S. Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC Med Res Methodol. 2013;13:117. doi:10.1186/1471-2288-13-117.
- Barry CA, Britten N, Barber N, Bradley C, Stevenson F. Using reflexivity to optimize teamwork in qualitative research. Qual Health Res. 1999;9(1):26–44. doi:10.1177/104973299129121677.
- Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–1288. doi:10.1177/1049732305276687.
- Billett S. Learning through work: workplace affordances and individual engagement. J Workplace Learn. 2001;13(5):209–214. doi:10.1108/EUM0000000005548.
- Ferguson KJ, Wolter EM, Yarbrough DB, Carline JD, Krupat E. Defining and describing medical learning communities: results of a national survey. Acad Med. 2009;84(11):1549–1556. doi:10.1097/ACM.0b013e3181bf5183.
- Telio S, Ajjawi R, Regehr G. The “educational alliance” as a framework for reconceptualizing feedback in medical education. Acad Med. 2015;90(5):609–614. doi:10.1097/ACM.0000000000000560.
- Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641-648–e648. doi:10.3109/0142159X.2012.687476.
- Cooke M. Carnegie foundation for the advancement of teaching. Educating Physicians: A Call for Reform of Medical School and Residency. 1st ed. San Francisco, CA: Jossey-Bass; 2010.
- Kogan JR, Hatala R, Hauer KE, Holmboe E. Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education. Perspect Med Educ. 2017;6(5):286–305. doi:10.1007/s40037-017-0376-7.
- Duvivier RJ, Van Dalen J, Van Der Vleuten CPM, Scherpbier AJJA. Teacher perceptions of desired qualities, competencies and strategies for clinical skills teachers. Med Teach. 2009;31(7):634–641. doi:10.1080/01421590802578228.
- Reynolds AK. Academic coaching for learners in medical education: Twelve tips for the learning specialist. Med Teach. 2020;42(6):616–621. doi:10.1080/0142159X.2019.1607271.
- Rose S. Medical student education in the time of COVID-19. JAMA. 2020;323(21):2131–2132. doi:10.1001/jama.2020.5227.
- Gonzalo JD, Wolpaw DR, Krok KL, Pfeiffer MP, McCall-Hosenfeld JS. 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.
- Daniel M, Gordon M, Patricio M, et al. An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64. Med Teach. 2021;43(3):253–271. doi:10.1080/0142159X.2020.1864310.
- Armson H, Lockyer JM, Zetkulic M, Könings KD, Sargeant J. Identifying coaching skills to improve feedback use in postgraduate medical education. Med Educ. 2019;53(5):477–493. doi:10.1111/medu.13818.
- Orr CJ, Sonnadara RR. Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum. Adv Med Educ Pract. 2019;10:229–244. doi:10.2147/AMEP.S191470.
- Greenberg L. The evolution of the clinician–educator in the United States and Canada: personal reflections over the last 45 years. Acad Med. 2018;93(12):1764–1766. doi:10.1097/ACM.0000000000002363.
- Hauer KE, Papadakis MA. Assessment of the contributions of clinician educators. J Gen Intern Med. 2010;25(1):5–6. doi:10.1007/s11606-009-1186-3.
- Anderson R, Guerreiro M, Smith J. Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy. J MultiDisciplin Eval. 2016;12(27):44–57.
- Parker K, Karim A, Freeman R. Developmental evaluation: six ways to get a grip on the potential of education scholarship to serve innovation. Can Med Educ J. 2021;12(5):54–58. doi:10.36834/cmej.71640.