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Training junior faculty to become clinical teachers: The value of personalized coaching |
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Authors | ||
Published in | Medical Teacher. 2020, p. 1-10 | |
Abstract | Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy.Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE). A gain-score analysis, one-way ANOVA, and paired t-tests were used to evaluate both groups. The impact on the learning environment was measured by resident ratings of the Maastricht Clinical Teaching Questionnaire.Results: One hundred and twenty-seven participants completed the study over a three-year period. Both groups had significant improvements in self-efficacy. Participants in the coaching group demonstrated superior performance in encouraging learner self-reflection, teaching effectiveness, verifying learner understanding, exploring feelings/needs, and defining learning objectives. Over a 5-year period, the overall institutional learning climate significantly improved concerning faculty role-modeling, coaching, articulation, and explorations skills.Conclusion: Offering a contextualized faculty-development program using OSTEs that provides multiple opportunities for feedback and is focused on creating a community of practice is an effective method to facilitate the transfer of skills to the clinical environment, supports teacher identity development, and favorably impacts the learning climate. | |
Keywords | Graduate medical education — Clinical competence — Coaching — Medical residency | |
Identifiers | PMID: 32130055 | |
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Structures |
Faculté de médecine / Section de médecine clinique / Département de pédiatrie, gynécologie et obstétrique |
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Research group | Raisonnement clinique et contextes de soin (1018) | |
Citation (ISO format) | BAJWA, Nadia Masood et al. Training junior faculty to become clinical teachers: The value of personalized coaching. In: Medical Teacher, 2020, p. 1-10. doi: 10.1080/0142159X.2020.1732316 https://archive-ouverte.unige.ch/unige:135703 |