Using a Smartphone App and Coaching Group Sessions to Promote Residents’ Reflection in the Workplace

Könings, Karen D.; Berlo, Jean van; Koopmans, Richard P.; Hoogland, Henk; Spanjers, Ingrid A. E.; Haaf, Jeroen Alexander ten; Vleuten, Cees van der; Merriënboer, Jeroen J. G. van

doi:10.1097/acm.0000000000000989

Cited by 35 publications

(29 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…14,[35][36][37][38] • A clear study design. 14,[35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51] • An experimental [39][40][41][42] or pre-test-post-test design. 14,38,[43][44][45][46] • Measurements at multiple time points during training.…”

Section: Methodological Characteristics Of the Higherscoring Studiesmentioning

confidence: 99%

“…Such performance measures included communication and professionalism, 50 pastoral skills, 14 writing and story-telling skills, 40 clinical judgement and diagnosis, 49 scores for case-solving and other skills/knowledge based tests, 51 grades for written examinations and objective structured clinical examinations, 45 adherence to clinical guidelines, 38 self-perceived stress, coping behaviour and self-reported nursing competence. 37 • The use of previously validated measures 35,39,42,43,46 along with recorded inter-rater 39,41,42,44 or both inter-rater and intra-rater reliability. 36 The characteristics of the higher-scoring studies are displayed in Table 2.…”

Section: Methodological Characteristics Of the Higherscoring Studiesmentioning

confidence: 99%

“…Pre-test/post-test or measured at several time points with comparison of scores Sobral, 43 Boenink et al, 44 McNeill et al, 48 Jankowski et al, 14 Roach et al, 47 Prescott-Clements et al, 49 Aronson et al, 41 Carr and Johnson, 45 Maas et al, 38 Könings et al 46 10…”

Section: Methodsmentioning

confidence: 99%

“…Workplace, for example, hospital, operating theatre, clinic Jankowski et al, 14 Roach et al, 47 Eng and Pai, 37 Könings et al, 46 Prescott-Clements et al 49 5…”

Section: Settingmentioning

confidence: 99%

See 3 more Smart Citations

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Ireland

Warman

Cake

et al. 2019

Eur J Dental Education

View full text Add to dashboard Cite

Introduction:Self-reflection has become recognised as a core skill in dental education, although the ability to self-reflect is valued and measured within several professions. This review appraises the evidence for instruments available to measure the self-reflective ability of adults studying or working within any setting, not just health care. Materials and Methods:A systematic review was conducted of 20 electronic databases (including Medline, ERIC, CINAHL and Business Source Complete) from 1975 to 2017, supplemented by citation searches. Data were extracted from each study and the studies graded against quality indicators by at least two independent reviewers, using a coding sheet. Reviewers completed a utility analysis of the assessment instruments described within included studies, appraising their reported reliability, validity, educational impact, acceptability and cost. Results:A total of 131 studies met the inclusion criteria. Eighteen were judged to provide higher quality evidence for the review and three broad types of instrument were identified, namely: rubrics (or scoring guides), self-reported scales and observed behaviour.Conclusions: Three types of instrument were identified to assess the ability to selfreflect. It was not possible to recommend a single most effective instrument due to under reporting of the criteria necessary for a full utility analysis of each. The use of more than one instrument may therefore be appropriate dependent on the acceptability to the faculty, assessor, student and cost. Future research should report on the utility of assessment instruments and provide guidance on what constitutes thresholds of acceptable or unacceptable ability to self-reflect, and how this should be managed. K E Y W O R D Sassessment instruments, self-reflection, systematic review

show abstract

Section: Methodological Characteristics Of the Higherscoring Studiesmentioning

confidence: 99%

Section: Methodological Characteristics Of the Higherscoring Studiesmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…Workplace, for example, hospital, operating theatre, clinic Jankowski et al, 14 Roach et al, 47 Eng and Pai, 37 Könings et al, 46 Prescott-Clements et al 49 5…”

Section: Settingmentioning

confidence: 99%

See 2 more Smart Citations

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Ireland

Warman

Cake

et al. 2019

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

“…To date, coaching has been particularly effective in improving technical skills . There is also evidence that coaching supports non‐technical skills and improves physician well‐being . This study focuses on the skills supervisors need to effectively coach residents in medical education settings.…”

Section: Introductionmentioning

confidence: 99%

Identifying coaching skills to improve feedback use in postgraduate medical education

et al. 2019

View full text Add to dashboard Cite

Objectives Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self‐assessment skills. This study examined process‐oriented and content‐oriented coaching skills used in coaching sessions, with particular attention to how supervisors use them to enhance resident acceptance of feedback to enhance learning. Methods This qualitative study analysed secondary audiotaped data from 15 supervisors: resident dyads during two feedback sessions, 4 months apart. The R2C2 model was used to engage the resident, build a relationship, explore reactions to feedback, explore resident perceptions of content, and coach for change. Framework analysis was used, including familiarisation with the data, identifying the thematic framework, indexing and charting the data and mapping and interpretation. Results Process skills included preparation, relationship development, using micro communication skills and techniques to promote reflection and self‐assessment by the resident and supervisor flexibility. Content skills related to the specific feedback content included engaging the resident in discussion, ensuring the discussion was collaborative and focused on goal setting, co‐developing a Learning Change Plan, ensuring resident commitment and following up on the plan. Together, these skills foster agency in the resident learner. Three overarching themes emerged from the analysis: the interconnectedness of process and content; tensions between encouraging self‐direction and ensuring progress and competence; and balancing a coaching dialogue and a teaching monologue. Conclusions Effective coaching by supervisors requires a combination of specific process and content skills that are chosen depending on the needs of the individual resident. Mastering these skills helps residents engage and develop agency in their own professional development. These outcomes depend on faculty maintaining a balance between coaching and teaching, encouraging resident self‐direction and ensuring progression to competence.

show abstract

Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans

Lockyer

Armson

Könings

et al. 2019

The Impact of Feedback in Higher Education

View full text Add to dashboard Cite

Using a Smartphone App and Coaching Group Sessions to Promote Residents’ Reflection in the Workplace

Cited by 35 publications

References 8 publications

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Identifying coaching skills to improve feedback use in postgraduate medical education

Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans

Contact Info

Product

Resources

About