Accepted Type
Oral
Code
OE1-1-1
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:
Other
Presenter Other
Faculty member for more than 5 years
Affiliation
Considered for Poster
yes
Title
Employing a coach-approach in faculty development through in-person and virtual group coaching
Length of Presentation
Background/Purpose
Within the UBC MD curriculum, faculty provide group coaching as part of a longitudinal portfolio that supports self-assessment, self-regulated learning and professional identity formation through exploring patient-care interactions in a safe, social space. However, not all faculty have training or experience with coaching nor skills needed to support identity formation and maximize peer-peer learning. Further, faculty were requesting more opportunities to connect with and learn from each other. Thus, we identified two faculty development needs: to support development of novel group coaching skills while building community among a professionally heterogeneous and geographically dispersed faculty.
Summary of the Innovation
A coach approach was used to flexibly deliver the program and model a set of skills that embodied core principles of portfolio: personally relevant, goal-directed and identity (coach) focussed. This allowed participants to experience the application of group coaching and support the development of their coaching skills. Further, by employing a group coaching model, sessions were designed to take advantage of participant experience and expertise in order to build connection and community.
Conclusion
Participants found connection to each other, credibility of the facilitator as a coach and portfolio coach, and modelling group coaching to be of most value. Faculty developers observed that small coaching group sessions appeared to foster a deep, ongoing and guided conversation regarding the portfolio coach role, allowing participants to link this to their own coaching skills and challenges. Further, while the flexibility of virtual group coaching sessions created a supportive space for geographically dispersed coaches, potential technological barriers need attention and mitigation.
Keyword 1
coaching
Keyword 2
blended in person and virtual
Keyword 3
community of practice
Level of Training
CPD (faculty development, CME)
Abstract Themes
Faculty Development
Additional Theme (First choice)
Undergraduate
Additional Theme (Second Choice)
Distributed Medical Education
Additional Theme (Third Choice)
Leadership
Authors
Presenter
Ingrid Price
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
