研究生医学教育中教师发展的纵向、实用课程。

Journal of education & teaching in emergency medicine Pub Date : 2025-07-31 eCollection Date: 2025-07-01 DOI:10.21980/J88M08
Simanjit K Mand, Chariti Gent, Sharon Barbour, Benjamin H Schnapp
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引用次数: 0

摘要

受众和课程类型:这个教练发展课程是为那些在医学教育中几乎没有教练经验的教员医生设计的。课程长度:该课程是为整个学年(12个月)的使用而开发的,但由于教育方法结构允许的时间表灵活性程度,可以扩展到6个月。导读:随着教练在医学教育中变得越来越普遍,教师教育者在与受训者的互动中整合教练方法处于有利地位。因为教练是一项独特的技能,需要有针对性的训练和刻意的练习,所以有必要为教师作为教练的发展制定详细的课程。充分的培训将确保教师理解教练原则,并在与学习者实施教练方法之前建立一定程度的舒适度。教育目标:本课程的目的是为没有教练经验的教师提供一个纵向的、实用的、互动的教练培训课程。教学方法:本课程采用的教学策略包括:异步学习和指定的阅读材料,以确保对核心教练原则的基本理解;高收益的同步课程包括教学、小组讨论和反思,以及模拟基于案例的场景,为教师提供练习指导技能的机会。课程的每个阶段(总共三个阶段)使用不同的教育策略来实现特定的目标和相关的目标。研究方法:教育内容通过匿名前后调查进行评估,包括李克特式和开放式问题。调查是根据Kirkpatrick评估模型设计的。三个事后调查被用来评估课程的每个阶段。结果:7个院系参与了该课程。柯克帕特里克等级1和等级3分别用于评估教师对课程的反应和行为。参与者报告了对整体课程的高满意度,对教练方法的理解增加了,对结合教练关系和沟通技巧的舒适度增加了,并且在接近选定的住院场景时舒适度增加了。意想不到的结果包括教师报告在专业领域之外的人际交往中使用了指导技巧,并改善了与其他教师参与者的联系。讨论:本课程是增加教师知识和教练技能的有效方法。本课程及其材料可适用于以前没有教练经验并寻求学习教练基本原理及其在医学教育中的应用的其他受众。主题:师资发展,医学教育辅导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A Longitudinal, Practical Curriculum for Faculty Development as New Coaches in Graduate Medical Education.

A Longitudinal, Practical Curriculum for Faculty Development as New Coaches in Graduate Medical Education.

A Longitudinal, Practical Curriculum for Faculty Development as New Coaches in Graduate Medical Education.

A Longitudinal, Practical Curriculum for Faculty Development as New Coaches in Graduate Medical Education.

Audience and type of curriculum: This coach development curriculum is designed for faculty physicians who have little to no prior experience with coaching in medical education.

Length of curriculum: The curriculum was developed for use over an entire academic year (12 months), but can be scaled to as few as 6 months due to the degree of schedule flexibility allowed by the structure of the educational approaches.

Introduction: As coaching becomes more common in medical education, faculty educators are in a prime position to integrate a coaching approach in interactions with trainees. Because coaching is a unique skill set that requires targeted training and deliberate practice, there is a need for a detailed curriculum for faculty development as coaches. Adequate training will ensure faculty understand the coaching principles and have built a level of comfortability with the coaching approach prior to implementation with learners.

Educational goals: The aim of this curriculum is to provide a longitudinal, practical, and interactive coach training curriculum for faculty with no prior coaching experience.

Educational methods: The educational strategies used in this curriculum include: asynchronous learning with assigned reading material to ensure a basic understanding of core coaching principles; high-yield synchronous sessions involving a mix of didactics, small-group discussion and reflection, and simulated case-based scenarios to provide opportunity for faculty to practice coaching skills. Each phase of the curriculum (three in total) uses a different educational strategy to address a specific goal and associated objectives.

Research methods: The educational content was evaluated with anonymous pre- and post-surveys that consisted of both Likert-style and open-ended questions. Surveys were designed based on the Kirkpatrick Evaluation Model. Three post-surveys were used to evaluate each phase of the curriculum.

Results: Seven faculty participated in this curriculum. Kirkpatrick Levels 1 and 3 were used to evaluate faculty reactions and behaviors, respectively, in response to the curriculum. Participants reported a high satisfaction with the overall curriculum, increased understanding of coaching approach, increased comfort with incorporating coaching relational and communication skills, and increased comfort in approaching select resident scenarios. Unexpected results include faculty reporting use of coaching skills in interpersonal interactions outside of the professional space and an improved bond with other faculty participants.

Discussion: This curriculum is an effective method for increasing faculty knowledge and comfort with coaching skills. This curriculum and its materials can be adapted for other audiences who have no prior coaching experience and seek to learn the fundamentals of coaching and its use in medical education.

Topics: Faculty development, coaching in medical education.

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