Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education

Farrell, Laura; Bourgeois‐Law, Gisèle; Buydens, Sarah; Regehr, Glenn

doi:10.1080/10401334.2019.1576526

Cited by 18 publications

(20 citation statements)

References 17 publications

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“…Coaches also review the data and complete their assigned section of the learning plan, reflecting on students' self-assessment and identifying additional considerations to be discussed at the coaching meetings. At the coaching meetings, coaches and students co-create [49] a finalized list of learning goals and co-construct an action plan to meet these goals. Subsequent meetings assess students' progress towards achieving their learning goals, assess their emerging competence as documented in the results of clinical assessments, and develop additional goals to promote ongoing development.…”

Section: Coaching In the Clerkship And Post-clerkship Phase Of The Cumentioning

confidence: 99%

You can have both: Coaching to promote clinical competency and professional identity formation

et al. 2020

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Coaching is a critical tool to guide student development of clinical competency and formation of professional identity in medicine, two inextricably linked concepts. Because progress toward clinical competence is linked to thinking, acting and feeling like a physician, a coach's knowledge about a learner's development of clinical skills is essential to promoting the learner's professional identity formation. A longitudinal coaching program provides a foundation for the formation of coach-learner relationships built on trust. Trusting relationships can moderate the risk and vulnerability inherent in a hierarchical medical education system and allow coaching conversations to focus on the promotion of self-regulated learning and fostering skills for lifelong learning. Herein, we describe a comprehensive, longitudinal clinical coaching program for medical students designed to support learners' professional identify formation and effectively promote their emerging competence.

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Section: Coaching In the Clerkship And Post-clerkship Phase Of The Cumentioning

confidence: 99%

You can have both: Coaching to promote clinical competency and professional identity formation

et al. 2020

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“…We have reported our efforts to evolve the theoretical understanding of goaloriented feedback, including an overview of the methods, elsewhere. 22 University of British Columbia, University of Victoria, and the Vancouver Island Health Authority Research Ethics Boards, granted harmonized ethical approval for this study (BC2015-048) prior to the recruitment of participants.…”

Section: Methodsmentioning

confidence: 99%

“…In this workshop, participants were given the basic theory and practices of goal-oriented feedback and subsequently discussed opportunities for its implementation into their individual educational settings. 22 The second workshop was to support participant preparation for future meetings by introducing the participants to the theory and practices of personal narrative reflection as a tool to enhance practice.…”

Section: Intervention and Study Designmentioning

confidence: 99%

Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development

et al. 2021

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Background: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. Methods: This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. Results: Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. Conclusion: LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices.

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“…En este sentido, se enfoca en establecer relaciones de buena calidad entre docentes y estudiantes, que pueden ser una forma efectiva de promover diálogos e interacciones que lleven a la mejora de desempeños. En el modelo de alianza educacional, se propone que para que el feedback sea incorporado efectivamente, debe existir una relación o alianza entre docentes y estudiantes (Telio et al, 2015), lo que podría favorecerse a través de interacciones centradas en el estudiante, por ejemplo, al permitir y favorecer conversaciones donde se discutan o co-construyan metas conjuntas (Farrell et al, 2019).…”

Section: Modelos Actuales De Feedback En Docencia Clínicaunclassified

Feedback: Un pilar fundamental del aprendizaje clínico

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et al. 2021

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El feedback o retroalimentación es un proceso que ha sido ampliamente estudiado ya que genera un impacto incomparable en el aprendizaje. En educación en ciencias de la salud, el feedback ha sido reconocido como una estrategia fundamental en el aprendizaje clínico. Más que la entrega de información acerca del desempeño de un estudiante, el feedback constituye un proceso del estudiante, una interacción basada en relaciones, emociones y reflexiones complejas. Lo anterior se vuelve especialmente importante en el contexto clínico, donde los estudiantes se enfrentan a un ambiente desafiante y a una cultura única, en que deben trabajar para desarrollar y demostrar competencias clínicas, integrando conocimientos, habilidades y actitudes. La exposición sistemática de oportunidades de aprendizaje se hace difícil en un contexto clínico impredecible, por lo que la incorporación de feedback de calidad, alineado con el proceso instruccional se vuelve fundamental durante la formación clínica de profesionales de la salud. El siguiente artículo tiene como propósito describir los conceptos que subyacen a una nueva reconceptualización del feedback en educación en ciencias de la salud, haciendo énfasis en las dimensiones especiales del aprendizaje clínico.

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Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education

Cited by 18 publications

References 17 publications

You can have both: Coaching to promote clinical competency and professional identity formation

You can have both: Coaching to promote clinical competency and professional identity formation

Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development

Feedback: Un pilar fundamental del aprendizaje clínico

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