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Review
. 2019 May 1:10:229-244.
doi: 10.2147/AMEP.S191470. eCollection 2019.

Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum

Christine J Orr  1 , Ranil R Sonnadara  2
Affiliations
Review

Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum

Christine J Orr et al. Adv Med Educ Pract. .

Abstract

As curricula move from a time-based system to a competency-based medical education system, faculty development will be required. Faculty will be asked to engage in the observation, assessment and feedback of tasks in the form of educational coaching. Faculty development in coaching is necessary, as the processes and tools for coaching learners toward competence are evolving with a novel assessment system. Here, we provide a scoping review of coaching in medical education. Techniques and content that could be included in the curricular design of faculty development programming for coaching (faculty as coach) are discussed based on current educational theory. A novel model of coaching for faculty (faculty as coachee) has been developed and is described by the authors. Its use is proposed for continuing professional development.

Keywords: coaching; coaching medical education; competence based medical education; faculty coaching; faculty development.

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Conflict of interest statement

The authors report no conflicts of interest in this work.

Figures

Figure 1
Figure 1
PRISMA diagram. Scoping review of coaching and faculty development. All searches concluded on March 12, 2018.
Figure 2
Figure 2
COACH2COACH model for faculty development in coaching. This cyclic model can be used in faculty development training sessions or in a self-directed fashion with a colleague to improve coaching skills. In the COACH2COACH model, two faculty members Collaborate, each an expert in his or her own domain. To start, one faculty member completes a coaching session which is recorded and is then Observed by both the faculty member and the colleague coach. The colleague completes an Assessment and provides feedback. Thereafter, the new skill is Cultivated through deliberate practice and eventually becomes a Habitual part of routine coaching. The “2” represents 2 coaches involved in this process and also represents the repetition of the cycle for each coach, coaching between coaches one to the other, and giving coaching (coach) to get coaching, coach to coach. A cycle is complete when each coaching colleague has undergone Collaboration, Observation, Assessment, Cultivation and Habituation of coaching skills.
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