Frederick P. Whiddon College of Medicine, University of South Alabama, CSAB 104, 5795 USA Drive North, Mobile, AL, 36688, United States.
Mitchell College of Business, University of South Alabama, Mobile, United States.
BMC Med Educ. 2024 Oct 3;24(1):1085. doi: 10.1186/s12909-024-06038-1.
Coaching in academic medicine may help learners develop lifelong learning skills. Studies typically evaluate the impact on coachees and program outcomes. Limited information is available about educating faculty to integrate the role of coaching. We explored a faculty coach training program at an academic medical center in the southern region of the United States.
Twenty faculty members in the college of medicine completed the 34-h training program meeting alternate weeks from May to November 2021. We collected data from reflections during training, a post-training survey, and three post-training focus group discussions making this a qualitatively driven mixed methods research. We used a transcendental phenomenological approach for the qualitative analysis entailing deriving essential meaning of the participants' training experiences and perceptions about coaching.
We identified 3 themes (1) perceptions, skills, and understanding of coaching, (2) perceived additional benefits from coach training, and (3) effective instructional practices to teach coaching. Under the first theme, participants expressed improved understanding about the process of coaching in academic medicine, noted the importance of listening to the whole person without judgment, questioning with curiosity, vulnerability, self-awareness, and reflection for building trust. Perceived additional benefits included personal development and illuminating discoveries. Sub-themes for effective instructional practices were learning community encompassing mindfulness, psychological safety, social cohesion, experiential and interactive learning, and suggestions. Faculty experienced internal transformation while learning coaching and felt they had the capacity to influence personal and professional development of learners and colleagues. The concepts reflection, awareness, growth, and relationship were threaded throughout the three themes.
The training evoked self-awareness and opportunities for personal growth. The newly trained coaches expressed the beginning of an internal transformation to embody being a coach and demonstrated willingness to influence personal and professional development of learners and colleagues. Effective instructional practices to teach coaching included mindfulness practice, psychological safety, social cohesion, and experiential and interactive learning. Based on these findings, it may be summarized that in the process of training to be a coach, the faculty not only recognized the benefits of coaching for learners but also realized individual personal benefits.
学术医学中的辅导可能有助于学习者培养终身学习技能。研究通常评估对辅导对象和计划结果的影响。关于教育教师整合辅导角色的信息有限。我们在美国南部地区的一所学术医学中心探索了一项教师教练培训计划。
20 名医学院的教师在 2021 年 5 月至 11 月期间每隔一周完成 34 小时的培训计划。我们从培训期间的反思、培训后的调查以及三次培训后的焦点小组讨论中收集数据，这是一项定性驱动的混合方法研究。我们使用了一种超越现象学的方法来进行定性分析，从参与者的培训经验和对辅导的看法中得出基本的意义。
我们确定了 3 个主题：（1）对辅导的看法、技能和理解，（2）教练培训的额外好处，（3）教授辅导的有效教学实践。在第一个主题下，参与者表示对学术医学中的辅导过程有了更好的理解，指出了倾听整个人而不评判、好奇地提问、脆弱、自我意识和反思以建立信任的重要性。额外的好处包括个人发展和发现。有效教学实践的子主题包括学习社区，包括正念、心理安全、社会凝聚力、体验式和互动式学习以及建议。教师在学习辅导的过程中经历了内在的转变，并且感到他们有能力影响学习者和同事的个人和职业发展。反思、意识、成长和关系这几个概念贯穿于这三个主题。
培训引起了自我意识和个人成长的机会。新培训的教练表示，他们开始进行内在的转变，体现出作为教练的身份，并表示愿意影响学习者和同事的个人和职业发展。教授辅导的有效教学实践包括正念练习、心理安全、社会凝聚力和体验式互动式学习。基于这些发现，可以总结为，在接受教练培训的过程中，教师不仅认识到辅导对学习者的好处，也意识到个人的好处。
