Second-Year Resident, Child Neurology, University of Louisville School of Medicine.
Second-Year Resident, Dermatology, Southern Illinois University School of Medicine.
MedEdPORTAL. 2024 Oct 11;20:11450. doi: 10.15766/mep_2374-8265.11450. eCollection 2024.
The concept of medical student coachability, adapted from athletics and business management, offers a framework for characterizing students' roles as clinical learners. We defined coachability as effectively seeking, receiving, and using feedback-even negative feedback-to change behavior and reach learning goals. To facilitate success in our clinical clerkships, we sought to empower preclerkship students' capacity to be coached.
Our curriculum comprised two large-group presentations and three small-group seminars totaling approximately 5 hours, distributed over 2 years: a year 1 orientation, a year 2 refresher, and a longitudinal year 2 seminar series. Medical students designed and first implemented the curriculum under faculty supervision in academic year (AY) 2015-2016 and have continuously managed and run it since. The AY 2022-2023 curriculum management team evaluated the curriculum cross-sectionally via student survey and focus groups.
Approximately 575 students have completed the curriculum since 2015. Immediately following curriculum delivery, AY 2022-2023 year 2 students (response rate: 70%-97%) rated it a valuable educational experience and described plans to implement the lessons learned in their clerkship. Focus group participants (eight clerkship students who participated in the coachability curriculum in AY 2021-2022) reported using coachability strategies to positive effect for their clinical learning and well-being.
Our curriculum's flexible, modular format facilitates adoption by others. Future development could expand coachability offerings across the continuum of medical school. However, the curriculum should remain led by students passionate about medical education and willing to try new things to continuously adapt content and instructional strategies.
从体育和企业管理领域借鉴而来的医学生可教性概念为描述学生作为临床学习者的角色提供了一个框架。我们将可教性定义为积极寻求、接受和使用反馈——即使是负面反馈——以改变行为和实现学习目标。为了促进我们临床实习的成功，我们力求增强预科学生接受指导的能力。
我们的课程包括两个大组的演讲和三个小组研讨会，总共大约 5 个小时，分布在 2 年中：第 1 年的迎新会、第 2 年的复习会以及贯穿第 2 年的系列研讨会。医学生在教师的监督下设计并首次实施了该课程，从 2015-2016 学年开始，他们一直在持续管理和运营该课程。2022-2023 学年的课程管理团队通过学生调查和焦点小组对课程进行了跨年度评估。
自 2015 年以来，大约有 575 名学生完成了该课程。在课程结束后不久，2022-2023 学年的第 2 年学生（回应率：70%-97%）立即对该课程给予了高度评价，并表示计划将所学课程应用于他们的实习中。焦点小组参与者（8 名在 2021-2022 学年参加可教性课程的实习学生）报告称，他们使用可教性策略对他们的临床学习和幸福感产生了积极影响。
我们课程的灵活、模块化格式便于他人采用。未来的发展可以在整个医学教育中扩大可教性课程的范围。然而，课程应该继续由热衷于医学教育并愿意尝试新事物的学生领导，以不断适应内容和教学策略。
