C.H. Marcus is an instructor, Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital and Harvard Medical School, Boston, Massachusetts.
C.D. Michelson is assistant professor, Department of Pediatrics, Boston Medical Center and Boston University School of Medicine, Boston, Massachusetts.
Acad Med. 2022 Dec 1;97(12):1832-1840. doi: 10.1097/ACM.0000000000004778. Epub 2022 Jun 15.
Coaching in medical education is increasingly used for trainee development for a variety of skills, including improving trainee teaching skills through resident-as-teacher programs. Faculty who serve as coaches commit significant effort to the coaching role, often without protected time or support. Little is known about faculty motivations to participate in coaching programs or how the coaching experience affects the faculty. This study explored faculty coaches' motivations to participate as coaches in a resident-as-teacher rotation and the impacts they experienced as a result of their participation.
In this qualitative study, authors conducted 14 semistructured interviews in 2019 with faculty coaches from a single resident-as-teacher program in Boston, Massachusetts. Authors analyzed the transcripts using thematic analysis to develop a conceptual framework.
Faculty coaches' motivations for initial participation included a sense of honor; a sense of duty; perception of competence; interest in promoting medical education; and desire for increased connectedness. These motivations all related to a larger theme of educator identity. Coaches identified 3 main impacts from participation: improvement in their own teaching, personal satisfaction from helping others and seeing improvement in their learners, and increased connectedness. These impacts affirmed the coaches' educator identity and led to ongoing motivation to participate. They also contributed to the coaches' well-being at work.
Faculty were initially motivated to participate as coaches in a resident-as-teacher rotation based on their identity as educators. The benefits achieved-improvement in own teaching, personal satisfaction, and increased connectedness-affirmed their educator identity and led to ongoing participation and increased well-being at work. These motivations and impacts are important to consider as future programs are developed and coaches are recruited for programs across undergraduate, graduate, and continuing medical education settings.
在医学教育中，教练越来越多地用于培养学员的各种技能，包括通过住院医师作为教师计划提高学员的教学技能。担任教练的教师为教练角色投入了大量精力，而往往没有得到保护的时间或支持。人们对教师参与教练计划的动机知之甚少，也不知道教练经历对教师的影响。本研究探讨了教师教练参与住院医师作为教师轮转的动机，以及他们参与所带来的影响。
在这项定性研究中，作者于 2019 年在马萨诸塞州波士顿的一个住院医师作为教师计划中对 14 名教师教练进行了半结构化访谈。作者使用主题分析对转录本进行分析，以制定概念框架。
教师教练最初参与的动机包括荣誉感、责任感、能力感、对医学教育的兴趣以及增强联系的愿望。这些动机都与教育者身份的更大主题有关。教练们从参与中确定了 3 个主要影响：自身教学的提高、帮助他人和看到学习者的进步带来的个人满足感，以及增强的联系。这些影响肯定了教练的教育者身份，并促使他们继续参与。它们还促进了教练在工作中的幸福感。
教师最初的动机是基于他们作为教育者的身份参与住院医师作为教师的轮转。所取得的收益——自身教学的提高、个人满足感和增强的联系——肯定了他们的教育者身份，并促使他们继续参与，并在工作中提高幸福感。在未来的项目中，这些动机和影响对于开发本科、研究生和继续医学教育环境中的项目以及招募教练参与项目非常重要。
