Department of Physical Medicine and Rehabilitation, Queen's University, Kingston, ON, Canada.
Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada.
Perspect Med Educ. 2024 Feb 6;13(1):33-43. doi: 10.5334/pme.959. eCollection 2024.
Coaching is an increasingly popular means to provide individualized, learner-centered, developmental guidance to trainees in competency based medical education (CBME) curricula. Aligned with CBME's core components, coaching can assist in leveraging the full potential of this educational approach. With its focus on growth and improvement, coaching helps trainees develop clinical acumen and self-regulated learning skills. Developing a shared mental model for coaching in the medical education context is crucial to facilitate integration and subsequent evaluation of success. This paper describes the Royal College of Physicians and Surgeons of Canada's coaching model, one that is theory based, evidence informed, principle driven and iteratively and developed by a multidisciplinary team. The coaching model was specifically designed, fit for purpose to the postgraduate medical education (PGME) context and implemented as part of Competence by Design (CBD), a new competency based PGME program. This coaching model differentiates two coaching roles, which reflect different contexts in which postgraduate trainees learn and develop skills. Both roles are supported by the RX-OCR process: developing elationship/apport, setting epectations, bserving, a oaching conversation, and ecording/eflecting. The CBD Coaching Model and its associated RX-OCR faculty development tool support the implementation of coaching in CBME. Coaching in the moment and coaching over time offer important mechanisms by which CBD brings value to trainees. For sustained change to occur and for learners and coaches to experience the model's intended benefits, ongoing professional development efforts are needed. Early post implementation reflections and lessons learned are provided.
教练是一种越来越流行的方法，可以为基于能力的医学教育 (CBME) 课程中的学员提供个性化、以学员为中心、发展性的指导。与 CBME 的核心组件一致，教练可以帮助充分发挥这种教育方法的潜力。通过关注成长和改进，教练可以帮助学员发展临床能力和自我调节学习技能。在医学教育背景下为教练制定共同的心理模型对于促进整合和随后评估成功至关重要。本文介绍了加拿大皇家内科医生和外科医生学院的教练模式，该模式基于理论、循证、原则驱动，并由一个多学科团队不断开发。该教练模式是专门设计的，适合研究生医学教育 (PGME) 背景，并作为基于能力设计 (CBD) 的一部分实施，这是一个新的基于能力的 PGME 计划。该教练模式区分了两种教练角色，反映了研究生学员在不同背景下学习和发展技能的方式。这两个角色都得到了 RX-OCR 流程的支持：建立关系/融洽关系、设定期望、观察、教练对话和记录/反思。CBD 教练模式及其相关的 RX-OCR 教师发展工具支持 CBME 中的教练。及时的教练和长期的教练为 CBD 为学员带来价值提供了重要机制。为了实现持续的变革，让学员和教练体验到该模式的预期收益，需要进行持续的专业发展努力。本文提供了实施后的早期反思和经验教训。
