Collisions at the intersections of competence, wellness and engagement

Winkel, Abigail Ford; Morgan, Helen

doi:10.1111/medu.13797

Cited by 2 publications

(4 citation statements)

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“…Some interns are not adequately prepared to meet the demands of residency. [1][2][3][4] Graduate medical education (GME) shifts from repetitive learning processes and hierarchical structures in undergraduate medical education (UME) toward individualized, learner-driven development. [5][6][7] Most learners are exposed to the stresses of learning while being responsible for clinical work for the first time during residency.…”

Section: Discussionmentioning

confidence: 99%

“…The transition to residency is a complex period in a physician’s education. Some interns are not adequately prepared to meet the demands of residency 1–4 . Graduate medical education (GME) shifts from repetitive learning processes and hierarchical structures in undergraduate medical education (UME) toward individualized, learner-driven development 5–7 .…”

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confidence: 99%

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Scaffolding the Transition to Residency: A Qualitative Study of Coach and Resident Perspectives

Park,

Gillespie,

Triola

et al. 2023

Acad Med

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Purpose This study explores coaching during transition from medical school to residency through the perspectives of residents and faculty coaches participating in a coaching program from residency match through the first year of residency. Method From January to September 2020, 15 faculty coaches in internal medicine, obstetrics and gynecology, emergency medicine, orthopedics, and pathology participated in a synchronous, in-person coaching training course. All 94 postgraduate year 1 residents in these 5 training programs participated. Between November 2021 and March 2022, focus groups were held with interns from all residency programs participating in the program. Interviews were conducted with faculty coaches in February 2022. Faculty and residents discussed their experiences with and perceptions of coaching. Deidentified transcripts were coded, and researchers organized these codes into broader categories, generated cross-cutting themes from the concepts described in both cohorts, and proposed a model for the potential of coaching to support the transition to residency. Descriptive themes were constructed and analytic themes developed by identifying concepts that crossed the data sets. Results Seven focus groups were held with 39 residents (42%). Residents discussed the goals of a coaching program, coach attributes, program factors, resident attributes, and the role of the coach. Coaches focused on productivity of coaching, coaching skills and approach, professional development, and scaffolding the coaching experience. Three analytic themes were created: (1) coaching as creating an explicit curriculum for growth through the transition to residency, (2) factors contributing to successful coaching, and (3) ways in which these factors confront graduate medical education norms. Conclusions Learner and faculty perspectives on coaching through the transition to residency reveal the potential for coaching to make an explicit and modifiable curriculum for professional growth and development. Creating structures for coaching in graduate medical education may allow for individualized professional development, improved mindset, self-awareness, and self-directed learning.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Scaffolding the Transition to Residency: A Qualitative Study of Coach and Resident Perspectives

Park,

Gillespie,

Triola

et al. 2023

Acad Med

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“…An abrupt transition results in lost momentum in professional growth, as well as problems with wellbeing and concerns about the quality and safety of patient care [ 1 , 2 ]. By contrast, an optimized transition to residency should foster new doctors who are motivated – and not overwhelmed – by novel challenges as they grow their nascent professional identities [ 3 ].…”

Section: Main Text Introductionmentioning

confidence: 99%

“…Yet, most programs to ease the transition to residency fall short of embracing a learner-centric approach, and traditional academic relationships in GME (e.g., mentor-mentee, advisor-advisee) are set up such that learners are offered advice or direct solutions to their problems [ 4 , 5 ]. New structures for supervision are needed to provide educators with the skills and opportunities to guide learners towards independent reflective thinking and analysis [ 3 ].…”

Section: Main Text Introductionmentioning

confidence: 99%

Bridging the Gap from Student to Doctor: Developing Coaches for the Transition to Residency

Winkel

Gillespie

Park

et al. 2022

Medical Education Online

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Background A lack of educational continuity creates disorienting friction at the onset of residency. Few programs have harnessed the benefits of coaching, which can facilitate self-directed learning, competency development, and professional identity formation, to help ease this transition. Objective To describe the process of training faculty Bridge Coaches for the Transition to Residency Advantage (TRA) program for interns. Methods Nineteen graduate faculty educators participated in a coaching training course with formative skills assessment as part of a faculty development program starting in January 2020. Surveys (n = 15; 79%) and a focus group (n = 7; 37%) were conducted to explore the perceived impact of the training course on coaching skills, perceptions of coaching, and further program needs during the pilot year of the TRA program. Results Faculty had strong skills around establishing trust, authentic listening, and supporting goal-setting. They required more practice around guiding self-discovery and following a coachee-led agenda. Faculty found the training course to be helpful for developing coaching skills. Faculty embraced their new roles as coaches and appreciated having a community of practice with other coaches. Suggestions for improvement included more opportunities to practice and receive feedback on skills and additional structures to further support TRA program encounters with coaches. Conclusions The faculty development program was feasible and had good acceptance among participants. Faculty were well-suited to serve as coaches and valued the coaching mindset. Adequate skills reinforcement and program structure were identified as needs to facilitate a coaching program in graduate medical education.

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Collisions at the intersections of competence, wellness and engagement

Abstract: Winkel and Morgan reflect on the importance of educators helping trainees to balance the inevitable tension between engaging with challenges and experiencing stressors that impair wellbeing. To do so, they advocate for an individualized approach to supervision.

Cited by 2 publications

References 5 publications

Scaffolding the Transition to Residency: A Qualitative Study of Coach and Resident Perspectives

Scaffolding the Transition to Residency: A Qualitative Study of Coach and Resident Perspectives

Bridging the Gap from Student to Doctor: Developing Coaches for the Transition to Residency

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