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Notes on “You can have both: Coaching to promote clinical competency and professional identity formation” by @andrewparsonsMD @rachelkon Plews-Ogan and Gusic (@MedicineUVA)
I thought this article came via the Dalhousie R2C2 website, but actually it’s not listed there. In the end, I’ve got no idea how this article ended up in my Zotero!🤣
What is it telling me?
This article shares the experience of developing a coaching program in a medical school in the USA
They used polarity thinking (I first experienced this in a workshop at AMEE 2019 in Vienna – that’s where I also met Eric Holmboe for the first time) trying to incorporate or manage the tensions between identity formation and competence formation (and the necessary evaluation required to judge competence).
“Coaching to promote clinical competency” – self-regulated learning, self-evaluation, goal setting. Looks a bit like developing evaluative judgement to me.
“Coaching to foster professional identity formation” – reminds me of the phrase from Brian Houston that I heard on Sunday – “What is caught is always greater than what is taught.”
There was an enormous amount of investment put into developing the coaching program.
Weekly meetings with students in pre-clinical phases
Started small with a pilot program of 2 mentors and 12 students, then 6 mentors and 36 students.
longitudinal clerkship for the students with a patient to follow through the journey
In the clinical phase, coaches met quarterly in groups and individually
Monthly coach development sessions, quarterly large group retreats
Twice monthly “brown bag sessions”
Peer coaching and development
Dedicated coaches with a 30% FTE to the professional role.😱
Coaching performance reviewed annually, and how program leaders can provide greater support to the coaches
There are elements of this coaching curriculum that reminded me of unofficial coaching elements during my time in medical school – the attempts at longitudinal follow-up of a paediatric case from MBBS I-V (not greatly successful in my opinion, probably because of execution rather than intent); and the weekly anatomy and physiology tutorials by residents/registrars trying to get onto the surgical training programs in MBBS I and II (and most importantly the relationships we formed with these junior doctors).
Working at UVA sounds like a dream job for a medical educator. I am not sure whether medical schools and hospitals are prepared to put this much investment into the next generation of doctors to be honest. I’m not even sure how we could even begin to get there.
I am an enthusiastic medical educator who has commenced a PhD in Medical Education through the University of Melbourne in 2019 focusing on the use of video technology.
I also have postgraduate specialist qualifications in Anaesthesia, Pain Medicine, and Medical Administration, having obtained fellowships with the Australian and New Zealand College of Anaesthetists and the Faculty of Pain Medicine, ANZCA.
I previously held the position of Supervisor of Training at Austin Health (2014-2021) and am the medical lead for Pain Medicine at Eastern Health.
My interests include education, governance, leadership and most importantly, family.
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