Meg Wolff1, Nicole M Deiorio2, Amy Miller Juve3, Judee Richardson4, Gail Gazelle5, Margaret Moore6, Sally A Santen2, Maya M Hammoud7. 1. Departments of Emergency Medicine and Pediatrics, University of Michigan Medical School, Ann Arbor, MI, USA. 2. Department of Emergency Medicine, Virginia Commonwealth University, Richmond, VA, USA. 3. Department of Anesthesiology and Perioperative Medicine, Oregon Health and Science University, Portland, OR, USA. 4. Medical Education Strategy Unit, American Medical Association, Chicago, IL, USA. 5. Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA. 6. Institute of Coaching, McLean Hospital, Harvard Medical School Affiliate, Belmont, TN, USA. 7. Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA.
Abstract
BACKGROUND: Coaching supports academic goals, professional development and wellbeing in medical education. Scant literature exists on training and assessing coaches and evaluating coaching programs. To begin filling this gap, we created a set of coach competencies for medical education using a modified Delphi approach. METHODS: An expert team assembled, comprised of seven experts in the field of coaching. A modified Delphi approach was utilized to develop competencies. RESULTS: Fifteen competencies in five domains resulted: coaching process and structure, relational skills, coaching skills, coaching theories and models, and coach development. CONCLUSION: These competencies delineate essential features of a coach in medical education. Next steps include creating faculty development and assessment tools for coaching.
BACKGROUND: Coaching supports academic goals, professional development and wellbeing in medical education. Scant literature exists on training and assessing coaches and evaluating coaching programs. To begin filling this gap, we created a set of coach competencies for medical education using a modified Delphi approach. METHODS: An expert team assembled, comprised of seven experts in the field of coaching. A modified Delphi approach was utilized to develop competencies. RESULTS: Fifteen competencies in five domains resulted: coaching process and structure, relational skills, coaching skills, coaching theories and models, and coach development. CONCLUSION: These competencies delineate essential features of a coach in medical education. Next steps include creating faculty development and assessment tools for coaching.
Entities:
Keywords:
Mentoring; medical education research; medicine
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