Accepted Type
Oral
Code
OA3-1-2
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Innovation
Will the presenter be a:
Resident
Affiliation
Considered for Poster
yes
Title
Coaching for Performance Change: The development and evaluation of a longitudinal Academic Coaching Program for Competency-Based Medical Education residents in anesthesiology
Length of Presentation
Background/Purpose
The shift to competency-based medical education (CBME) provides trainees with increased frequency of workplace-based assessments and feedback conversations. In this new context, coaching has gained significant attention as one method to promote self-reflection and personalized goal setting with postgraduate learners. The R2C2 model, is a 4-step evidence-based guided reflection model for longitudinal coaching: RELATIONSHIP building, exploring REACTIONS to feedback data, discussing feedback CONTENT, and COACHING for performance change.
Summary of the Innovation
In 2018, a longitudinal Academic Coaching Program (ACP) was developed for CBME anesthesiology residents at the University of Toronto. Each resident was paired with a volunteer faculty anesthesiologist, and all pairs were provided with coaching tips and the R2C2 framework. Resident and faculty participants were surveyed about their use and perceptions of the program at one and two years after implementation. Using a quality improvement (QI) lens, survey data then directed iterative adjustments to the program.
Conclusion
Surveying ACP participants has highlighted improvement opportunities. Resultant adaptations have included developing a resident-facing dashboard for enhanced access to assessment data, creating a worksheet to guide meeting structure, and ensuring protected resident academic time. Additionally, the survey responses on use data suggest residents steadily progress through the R2C2 stages. Responses sorted by postgraduate year demonstrated a progression from relationship building in early residency towards exploring and using assessment data to coach for change in later training. Our program can serve as one example of integrating the R2C2 model for longitudinal coaching, and how to iteratively improve a coaching program with a QI strategy.
Keyword 1
Competency-Based Medical Education
Keyword 2
Quality Improvement
Keyword 3
Coaching
Level of Training
Post Graduate
Abstract Themes
Postgraduate
Additional Theme (First choice)
Assessment
Additional Theme (Second Choice)
Faculty Development
Additional Theme (Third Choice)
Authors
Presenter
Brittany Prevost
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
