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Training junior faculty to become clinical teachers: The value of personalized coaching.

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Title: Training junior faculty to become clinical teachers: The value of personalized coaching.
Authors: Bajwa, Nadia M., De Grasset, Jehanne, Audétat, Marie-Claude, Jastrow, Nicole, Richard-Lepouriel, Hélène, Dominicé Dao, Melissa, Nendaz, Mathieu R., Junod Perron, Noëlle
Source: Medical Teacher. Jun2020, Vol. 42 Issue 6, p663-672. 10p.
Subjects: ABILITY, ACADEMIC medical centers, LEARNING, MENTORING, QUESTIONNAIRES, STATISTICAL sampling, SELF-efficacy, T-test (Statistics), TRAINING, JOB performance, TEACHING methods, TEACHER development, RANDOMIZED controlled trials, CLINICAL education, ONE-way analysis of variance
Geographic Terms: SWITZERLAND
Abstract: Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy. Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE). A gain-score analysis, one-way ANOVA, and paired t-tests were used to evaluate both groups. The impact on the learning environment was measured by resident ratings of the Maastricht Clinical Teaching Questionnaire. Results: One hundred and twenty-seven participants completed the study over a three-year period. Both groups had significant improvements in self-efficacy. Participants in the coaching group demonstrated superior performance in encouraging learner self-reflection, teaching effectiveness, verifying learner understanding, exploring feelings/needs, and defining learning objectives. Over a 5-year period, the overall institutional learning climate significantly improved concerning faculty role-modeling, coaching, articulation, and explorations skills. Conclusion: Offering a contextualized faculty-development program using OSTEs that provides multiple opportunities for feedback and is focused on creating a community of practice is an effective method to facilitate the transfer of skills to the clinical environment, supports teacher identity development, and favorably impacts the learning climate. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
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  Data: Training junior faculty to become clinical teachers: The value of personalized coaching.
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  Data: Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy. Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE). A gain-score analysis, one-way ANOVA, and paired t-tests were used to evaluate both groups. The impact on the learning environment was measured by resident ratings of the Maastricht Clinical Teaching Questionnaire. Results: One hundred and twenty-seven participants completed the study over a three-year period. Both groups had significant improvements in self-efficacy. Participants in the coaching group demonstrated superior performance in encouraging learner self-reflection, teaching effectiveness, verifying learner understanding, exploring feelings/needs, and defining learning objectives. Over a 5-year period, the overall institutional learning climate significantly improved concerning faculty role-modeling, coaching, articulation, and explorations skills. Conclusion: Offering a contextualized faculty-development program using OSTEs that provides multiple opportunities for feedback and is focused on creating a community of practice is an effective method to facilitate the transfer of skills to the clinical environment, supports teacher identity development, and favorably impacts the learning climate. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=trh&AN=144637510
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        Value: 10.1080/0142159X.2020.1732316
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      – Code: eng
        Text: English
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        StartPage: 663
    Subjects:
      – SubjectFull: ABILITY
        Type: general
      – SubjectFull: ACADEMIC medical centers
        Type: general
      – SubjectFull: LEARNING
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      – SubjectFull: MENTORING
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      – SubjectFull: QUESTIONNAIRES
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      – SubjectFull: STATISTICAL sampling
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      – SubjectFull: SELF-efficacy
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      – SubjectFull: T-test (Statistics)
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      – SubjectFull: TRAINING
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      – SubjectFull: RANDOMIZED controlled trials
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      – SubjectFull: ONE-way analysis of variance
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      – SubjectFull: SWITZERLAND
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              Text: Jun2020
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