Implementation of a Coaching Program for Peer Feedback on Large-Group Teaching

Çoruh, Başak; Kritek, Patricia

doi:10.1513/annalsats.201611-936le

Cited by 6 publications

(25 citation statements)

References 6 publications

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“…The residents appreciated that peer feedback - especially with more senior colleagues - can be challenging. Nonetheless, they appeared to understand that these were important professionalism skills[29].…”

Section: Discussionmentioning

confidence: 99%

Creation of novel pediatric academic curriculum and its evaluation using mixed methods

Balicki

Barr

Renaud

et al. 2022

Preprint

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Introduction: The Royal College of Physicians and Surgeons of Canada and the American Accreditation Council for Graduate Medical Education require resident skills in Evidence-Based Medicine and participation in research activities. Our first-year pediatric residents (PGY1s) were required to attend a novel, call-protected, 4-week Academic Skills and Knowledge (ASK) rotation to improve their skills as consumers of medical literature. Objectives of the study were to describe this curriculum and summarize its mixed-methods evaluation. Methods: After 14 months of curriculum development, three annual cohorts of PGY1s wrote identical pre- and post-ASK quizzes (2017-19). In 2018 and 2019, we assessed knowledge retention with PGY1s re-writing the quiz after 6 months. Mean test scores were compared using paired t-tests. In 2017, pre- and post-ASK focus groups assessed resident feelings about the rotation. Results: All eligible PGY1s (n=32) participated. Mean exam scores demonstrated increased knowledge (time0 mean plus/minus SD 52.6 plus/minus 11.0%; vs. time1 80.2 plus/minus 9.0%, p <0.001). Knowledge retention at 6 months was intermediate (time2 70.2 plus/minus12.0%; time0 vs time2 p<0.001). In the pre-rotation focus group, residents looked forward to ASK; goals centered around growing from learner to expert. Post-ASK, residents were very satisfied. Resident participation in our annual Research Institute poster competition increased linearly from 0% in 2014 to 8% in 2020 (r=0.74, p=0.01). Discussion: The ASK curriculum was successfully implemented, and increased knowledge persisted over time. Residents were satisfied with ASK and appreciated the structured curriculum building on core knowledge that they could immediately apply to their clinical work.

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Section: Discussionmentioning

confidence: 99%

Creation of novel pediatric academic curriculum and its evaluation using mixed methods

Balicki

Barr

Renaud

et al. 2022

Preprint

View full text Add to dashboard Cite

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“…1 (4) 2 ( 8) 5 ( 21) 12 (50) 4 (17) Participation in the coaching program improved my ability to engage my audience 1 (4) 1 ( 4) 6 ( 25) 11 ( 46) 5 (21) Participation in the coaching program improved my ability to effectively organize educational content 1 (4) 2 ( 8) 8 ( 33) 8 ( 33) 5 (21) Participation in the coaching program provided me with an opportunity to network with others in the field 1 (4) 2 ( 8) 4 ( 17) 11 ( 46) 6 ( 25)…”

Section: Execution Of This Program Was Not Without Obstacles and Thementioning

confidence: 99%

“…21,22 This literature on coaching in medicine has primarily been limited to single-site implementation outside of emergency medicine (EM) with limited outcome data. [13][14][15][16][17][18][19][20][21][22] To further explore the impact of coaching as a strategy to improve didactic teaching skills, we sought to evaluate a novel national peer coaching program created by the Council of Residency Directors in Emergency Medicine (CORD) Academy for Scholarship to improve lecture skills and foster career development for EM faculty in the United States. 23 To the best of our knowledge, this is the first national coaching program in EM.…”

Section: Introductionmentioning

confidence: 99%

“…[13][14][15][16][17][18][19][20] Few studies exist describing peer coaching models for specific teaching skills in medicine such as large-group instruction and simulation debriefing. 21,22 This literature on coaching in medicine has primarily been limited to single-site implementation outside of emergency medicine (EM) with limited outcome data. [13][14][15][16][17][18][19][20][21][22] To further explore the impact of coaching as a strategy to improve didactic teaching skills, we sought to evaluate a novel national peer coaching program created by the Council of Residency Directors in Emergency Medicine (CORD) Academy for Scholarship to improve lecture skills and foster career development for EM faculty in the United States.…”

Section: Introductionmentioning

confidence: 99%

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Coaching educators: Impact of a novel national faculty development program for didactic presentation skills

Jordan

Yarris

Dorfsman

et al. 2021

AEM Education and Training

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Background: Didactic lectures remain common in medical education. Many faculty physicians do not receive formal training on public presentations or leading instructional sessions. Coaching has emerged in medical education with the potential to positively impact skills. We sought to evaluate a novel, national faculty peer-coaching program created to improve lecture presentation skills and foster career development. Methods: This was a mixed-methods study of participant and faculty perceptions after completing the Council of Residency Directors in Emergency Medicine Academy Coaching Program. Participants completed an online evaluative survey consisting of multiple choice and Likert-type items. Program coaches participated in semistructured interviews. Descriptive statistics were reported for survey data. Thematic qualitative analysis by two independent reviewers was performed on interview data. Results: During 2012 to 2017, a total of 30 participants and 11 coaches from 37 residency programs across the United States engaged in the program. Twenty-four (80%)participants completed the survey. Eight (73%) coaches participated in semistructured interviews. Data were collected between October and December 2018. The mean ± SD numbers of national presentations participants had given before and after the coaching program were 6.92 ± 7.68 and 16.42 ± 15.43, respectively. Since their coaching, most participants (87.5%) have been invited to give a lecture at another institution. Many participants felt that the program improved their lecture evaluations, public speaking, ability to engage an audience, and professional development.Almost all (92%) would recommend the program to a colleague. The coaches perceived multiple benefits including improved skills, self-reflection, networking, career advancement, and personal fulfillment. Suggestions for improvement included improved administrative processes, more clear expectations, increased marketing, and increased participant and coach engagement. Conclusion:Participants and coaches perceived multiple benefits from this novel, national faculty coaching program. With identification of the success, challenges, and

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“…Limited data suggest that coaching can improve clinical and teaching skills, enhance collaboration, decrease burnout, and positively impact professional development 11–16. Models for peer coaching in simulation debriefing and large-group teaching have been proposed 17,18…”

Section: Introductionmentioning

confidence: 99%

The Council of Emergency Medicine Residency Directors Academy for Scholarship Coaching Program: Addressing the Needs of Academic Emergency Medicine Educators

Jordan

Dorfsman

Wagner

et al. 2018

WestJEM

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IntroductionDidactic lectures remain fundamental in academic medicine; however, many faculty physicians do not receive formal training in instructional delivery. In order to design a program to instill and enhance lecture skills in academic emergency medicine (EM) physicians we must first understand the gap between the current and ideal states.MethodsIn 2012 the Council of Emergency Medicine Residency Directors (CORD) Academy for Scholarship designed a novel coaching program to improve teaching skills and foster career development for medical educators based on literature review and known teaching observation programs. In order to inform the refinement of the program, we performed a needs assessment of participants. Participants’ needs and prior teaching experiences were gathered from self-reflection forms completed prior to engaging in the coaching program. Two independent reviewers qualitatively analyzed data using a thematic approach.ResultsWe analyzed data from 12 self-reflection forms. Thematic saturation was reached after nine forms. Overall inter-rater agreement was 91.5%. We categorized emerging themes into three domains: participant strengths and weaknesses; prior feedback with attempts to improve; and areas of desired mentorship. Several overlapping themes and subthemes emerged including factors pertaining to the lecturer, the audience/learner, and the content/delivery.ConclusionThis study identified several areas of need from EM educators regarding lecture skills. These results may inform faculty development efforts in this area. The authors employed a three-phase, novel, national coaching program to meet these needs.

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Implementation of a Coaching Program for Peer Feedback on Large-Group Teaching

Cited by 6 publications

References 6 publications

Creation of novel pediatric academic curriculum and its evaluation using mixed methods

Creation of novel pediatric academic curriculum and its evaluation using mixed methods

Coaching educators: Impact of a novel national faculty development program for didactic presentation skills

The Council of Emergency Medicine Residency Directors Academy for Scholarship Coaching Program: Addressing the Needs of Academic Emergency Medicine Educators

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