Longitudinal resident coaching in the outpatient setting: A&amp;nbsp;novel intervention to improve ambulatory consultation skills

Graddy, Ryan; Reynolds, Stasia S.; Wright, Scott M.

doi:10.1007/s40037-020-00573-5

Cited by 5 publications

(2 citation statements)

References 19 publications

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“…In addition, coaching improves academic [ 65 , 68 , 69 , 110 , 117 , 162 , 163 ] clinical [ 65 , 117 , 160 , 164 – 166 ] and research [ 104 , 110 ] competencies [ 3 , 110 , 139 , 160 , 164 , 165 ] in the Societal Ring.…”

Section: Resultsmentioning

confidence: 99%

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

et al. 2022

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Background Mentoring’s pivotal role in nurturing professional identity formation (PIF) owes much to its combined use with supervision, coaching, tutoring, instruction, and teaching. However the effects of this combination called the ‘mentoring umbrella’ remains poorly understood. This systematic scoping review thus aims to map current understanding. Methods A Systematic Evidence-Based Approach guided systematic scoping review seeks to map current understanding of the ‘mentoring umbrella’ and its effects on PIF on medical students and physicians in training. It is hoped that insights provided will guide structuring, support and oversight of the ‘mentoring umbrella’ in nurturing PIF. Articles published between 2000 and 2021 in PubMed, Scopus, ERIC and the Cochrane databases were scrutinised. The included articles were concurrently summarised and tabulated and concurrently analysed using content and thematic analysis and tabulated. The themes and categories identified were compared with the summaries of the included articles to create accountable and reproducible domains that guide the discussion. Results A total of 12201 abstracts were reviewed, 657 full text articles evaluated, and 207 articles included. The three domains identified were definitions; impact on PIF; and enablers and barriers. The mentoring umbrella shapes PIF in 3 stages and builds a cognitive base of essential knowledge, skills and professional attitudes. The cognitive base informs thinking, conduct and opinions in early supervised clinical exposure in Communities of practice (COP). The COPs’ individualised approach to the inculcation of desired professional characteristics, goals, values, principles and beliefs reshapes the individual’s identity whilst the socialisation process sees to their integration into current identities. Conclusion The mentoring umbrella’s provides personalised longitudinal support in the COP and socialisation process. Understanding it is key to addressing difficulties faced and ensuring holistic and timely support.

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Section: Resultsmentioning

confidence: 99%

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

et al. 2022

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“…Conversely, medical students and residents are considerably more receptive to feedback when it is presented as a low-stakes learning opportunity. Particularly, when it is framed as repeated coaching over time aimed at improving clinical skills, constructive feedback from skilled and dedicated supervisors is likely to be accepted by the learners and acted upon, especially against the background of established rapport that evolves from the working relationship [ 26 ].…”

Section: Conditions For Effective Feedbackmentioning

confidence: 99%

Feedback and coaching

2021

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If used thoughtfully and with intent, feedback and coaching will promote learning and growth as well as personal and professional development in our learners. Feedback is an educational tool as well as a social interaction between learner and supervisor, in the context of a respectful and trusting relationship. It challenges the learner’s thinking and supports the learner’s growth. Coaching is an educational philosophy dedicated to supporting learners’ personal and professional development and growth and supporting them to reach their potential. In clinical education, feedback is most effective when it is explicitly distinguished from summative assessment. Importantly, feedback should be about firsthand observed behaviors (which can be direct or indirect) and not about information which comes from a third party. Learners are more receptive to feedback if it comes from a source that they perceive as credible, and with whom they have developed rapport. The coaching relationship between learner and supervisor should also be built on mutual trust and respect. Coaching can be provided in the moment (feedback on everyday clinical activities that leads to performance improvement, even with short interaction with a supervisor) and over time (a longer term relationship with a supervisor in which there is reflection on the learner’s development and co-creation of new learning goals). Feedback and coaching are most valuable when the learner and teacher exhibit a growth mindset. At the organizational level, it is important that both the structures and training are in place to ensure a culture of effective feedback and coaching in the clinical workplace.Conclusions: Having a thoughtful and intentional approach to feedback and coaching with learners, as well as applying evidence-based principles, will not only contribute in a significant way to their developmental progression, but will also provide them with the tools they need to have the best chance of achieving competence throughout their training. What is Known:• Feedback and coaching are key to advancing the developmental progression of trainees as they work towards achieving competence.• Feedback is not a one-way delivery of specific information from supervisor to trainee, but rather a social interaction between two individuals in which trust and respect play a key role.• Provision of effective feedback may be hampered by confusing formative (supporting trainee learning and development) and summative (the judgment that is made about a trainee’s level of competence) purposes. What is New:• Approaches to both the provision of feedback/coaching and the assessment of competence must be developed in parallel to ensure success in clinical training programs.• Faculty development is essential to provide clinical teachers with the skills to provide effective feedback and coaching.• Coaching’s effectiveness relies on nurturing strong trainee-supervisor relationships, ensuring high-quality feedback, nourishing a growth mindset, and encouraging an institutional culture that embraces feedback and coaching.

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Improving diagnosis by feedback and deliberate practice: one-on-one coaching for diagnostic maturation

2021

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Reflective practice is essential for the ongoing maturation of clinicians and requires regular self-evaluation in association with ongoing mentoring and feedback. Currently, most resident physicians do not have access to educational experiences that fulfill these needs. We present a novel model for structured one-on-one longitudinal coaching using the principles of deliberate practice to improve diagnostic skills. This is an easily implementable educational model that can be replicated in residencies across the country to improve clinical reasoning. Skills learned through this program have the potential not only to bolster the academic approach to patients but to also directly improve the clinical assessment and care of patients under the trainee’s care.

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Longitudinal resident coaching in the outpatient setting: A novel intervention to improve ambulatory consultation skills

Cited by 5 publications

References 19 publications

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

Feedback and coaching

Improving diagnosis by feedback and deliberate practice: one-on-one coaching for diagnostic maturation

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