Accepted Type
Oral
Code
OE2-3-3
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
Evaluation of an Academic Coaching Program for Undergraduate Medical Students
Length of Presentation
Background/Purpose
Academic coaching is increasingly recognized as an effective learner performance intervention in competency-based medical education programs. Although sharing several key elements, North American Undergraduate Medical Education (UGME) academic coaching programs vary in structure, scope, and exclusions. Factors that contribute to sustainable coaching program within the Canadian context are not fully understood.
Summary of the Innovation
Western's UGME Academic Coaching Program was designed by melding available best practices with practical and contextual considerations. Student and coach feedback was collected at the end of the program's first year. In addition to the quantitative rating data, a qualitative content analysis was conducted using the coaches' and learners' narrative feedback. Deductive coding revealed several themes that describe our coaches' and learners' positive and negative coaching experiences.
Conclusion
Five primary thematic categories were identified; program structure, coach/learner skills, coach/learner tasks, relationship qualities, and implicit coaching assumptions. We discovered that implicit assumptions such as "coaching is only useful for struggling students," and role confusion between coaching and mentorship paradigms may affect the quality and outcomes of the coaching relationship. The data was used to refine communications provided to students, the program structure, and faculty coaching workshops and online resources. We caution that while program structure may facilitate increased collaboration between coach and learner, care should be taken to establish supports for students' needs that fall outside of the program scope. These findings reveal specific adaptions for the development of UGME coaching programs and may enrich medical education coaching paradigms.
Keyword 1
Coaching
Keyword 2
CBME
Keyword 3
Academic
Level of Training
General
Abstract Themes
Undergraduate
Additional Theme (First choice)
Physician & Medical Student Health and Well-being
Additional Theme (Second Choice)
Faculty Development
Additional Theme (Third Choice)
Inter-professional Education
Authors
Presenter
Jeremy Chitpin
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
