Training junior faculty to become clinical teachers: The value of personalized coaching

Bajwa, Nadia Masood; De Grasset, Jehanne Orianne; Audetat Voirol, Marie-Claude; Jastrow Meyer, Nicole; Richard Lepouriel, Hélène; Dominice Dao, Mélissa Irène; Nendaz, Mathieu; Junod Perron, Noëlle Astrid

doi:10.1080/0142159X.2020.1732316

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Title		Training junior faculty to become clinical teachers: The value of personalized coaching
Authors		Bajwa, Nadia Masood De Grasset, Jehanne Orianne Audetat Voirol, Marie-Claude Jastrow Meyer, Nicole Richard Lepouriel, Hélène Dominice Dao, Mélissa Irène Nendaz, Mathieu Junod Perron, Noëlle Astrid
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		DOI: 10.1080/0142159X.2020.1732316 PMID: 32130055
Full text		Article (Published version) (1.2 MB) - Limited access to UNIGE Appendix (77 Kb) - Free access
Structures		Faculté de médecine / Section de médecine clinique / Département de psychiatrie Faculté de médecine / Section de médecine clinique / Département de pédiatrie, gynécologie et obstétrique Faculté de médecine / Section de médecine clinique / Département de santé et médecine communautaires / Institut de médecine de premier recours Faculté de médecine / Unité de développement et de recherche en éducation médicale
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