Orr Christine J, Sonnadara Ranil R
Discipline of Medicine, Memorial University of Newfoundland, St. John's Newfoundland and Labrador, Canada.
Department of Surgery, McMaster University, Hamilton, ON, Canada.
Adv Med Educ Pract. 2019 May 1;10:229-244. doi: 10.2147/AMEP.S191470. eCollection 2019.
As curricula move from a time-based system to a competency-based medical education system, faculty development will be required. Faculty will be asked to engage in the observation, assessment and feedback of tasks in the form of educational coaching. Faculty development in coaching is necessary, as the processes and tools for coaching learners toward competence are evolving with a novel assessment system. Here, we provide a scoping review of coaching in medical education. Techniques and content that could be included in the curricular design of faculty development programming for coaching (faculty as coach) are discussed based on current educational theory. A novel model of coaching for faculty (faculty as coachee) has been developed and is described by the authors. Its use is proposed for continuing professional development.
随着课程体系从基于时间的系统转向基于能力的医学教育系统，教师发展将成为必要。教师将被要求以教育辅导的形式参与任务的观察、评估和反馈。辅导方面的教师发展是必要的，因为引导学习者获得能力的过程和工具正随着一种新型评估系统而不断演变。在此，我们对医学教育中的辅导进行了一项范围综述。基于当前教育理论，讨论了可纳入辅导教师发展计划（教师作为辅导者）课程设计的技术和内容。作者开发并描述了一种针对教师的新型辅导模式（教师作为被辅导者）。建议将其用于持续专业发展。
