Mand Simanjit K, Caretta-Weyer Holly, Jewell Corlin, Pirotte Matthew, Scott Kevin R, Yarris Lalena M, Schnapp Benjamin H
BerbeeWalsh Department of Emergency Medicine University of Wisconsin School of Medicine and Public Health Madison Wisconsin USA.
Department of Emergency Medicine Stanford University School of Medicine Palo Alto California USA.
AEM Educ Train. 2025 Apr 29;9(Suppl 1):S12-S23. doi: 10.1002/aet2.70019. eCollection 2025 Apr.
Coaching supports many aspects of competency-based medical education, particularly by providing individualized instruction throughout the duration of the training experience. Many of the current recommendations regarding coaching have been established at the undergraduate medical education (UME) level. Although medical training is ideally envisioned as a continuum, trainees in graduate medical education (GME) are exposed to different learning environments, assessment processes, and sometimes more limited resources (institutional vs. departmental funding, personnel, and space) and time than their UME counterparts. These differences have important implications for the coaching approach needed for GME trainees. There are few papers that describe the specific trainee, residency program, and faculty coach characteristics to consider when designing a residency coaching program as well as the difference between a traditional coaching model and a coaching approach in medical education. The authors aim to specifically address coaching in GME and provide practical considerations for creating and implementing a coaching program for residents. Readers can use this as a framework to determine trainee-, program- and institution-specific needs when considering a coaching program for GME trainees.
指导支持基于胜任力的医学教育的多个方面，特别是在整个培训过程中提供个性化指导。目前许多关于指导的建议是在本科医学教育（UME）层面制定的。尽管理想情况下医学培训被视为一个连续体，但与本科医学教育阶段的学员相比，研究生医学教育（GME）阶段的学员面临不同的学习环境、评估过程，有时资源（机构与部门的资金、人员和空间）和时间也更为有限。这些差异对GME学员所需的指导方法具有重要影响。很少有论文描述在设计住院医师指导计划时需要考虑的具体学员、住院医师培训项目和指导教师的特征，以及传统指导模式与医学教育中的指导方法之间的差异。作者旨在专门探讨GME中的指导，并为创建和实施住院医师指导计划提供实际考虑因素。读者可以将此作为一个框架，在考虑为GME学员制定指导计划时，确定学员、项目和机构特定的需求。
