Coaching as a Tool for Personal and Professional Development in a Problem-Based Learning (PBL) Medical Curriculum: A Qualitative Study

Abstract

Background: Coaching is a form of supervision which is about unlocking a person's potential to maximise own performance. Recently, medical education has been bringing such one-to-one developmental activities to the fore. Objective: Is to explore opinions of experts and leaders in a Problem-Based learning (PBL) medical school about coaching as a method for students and faculty development. Methods: This is a qualitative study conducted in the Faculty of Medicine, Suez Canal University (FOM-SCU); a PBL college in Egypt. A focus group discussion was conducted with 10 faculty members in the Medical Education Department. In addition, interviews were held with five faculty members in leadership positions. All sessions were audio recorded then transcribed verbatim. Data were organised around the themes: applications of coaching in medical education, potential benefits, expected outcomes and challenges. Results: Coaching is perceived as applicable within context of the PBL curriculum of FOM-SCU. To institute coaching as an efficient developmental tool, a lot of efforts are still indicated. Furthermore, coaching can comprise a set of other already existing developmental activities in the PBL curriculum. Resistance to change and lack of resources are anticipated challenges. Conclusion: Innovative curricula more receptive for coaching. The major against developing a coaching culture are resistance to change and shortage of financial resources.

Best Practices of the World Health Organization Collaborating Centres (WHOCCs) in the Eastern Mediterranean Region

“… 30 Positive experiences were also created through motivative teaching techniques such as tutoring and coaching, and development of team work. 16 , 25 …”

“…Numerous contributions to best practice literature emerged under this domain. Effective strategies studied include clinical simulation, [23][24][25] and self-directed learning. 26 Additional effective learning strategies include use of the mini-CEX; 27,28 SPICES strategy, and a well-defined policy for curriculum management.…”

“…30 Positive experiences were also created through motivative teaching techniques such as tutoring and coaching, and development of team work. 16,25 Innovation in ME is a challenging task for any institution due to cultural inertia, faculty resistance, and lack of infrastructure. 31 Most of the recommended innovations are habitually grounded on methods which are not supported by sufficient evidence.…”