Welcome to the Academic Coaches Faculty Development page. This resource hub is designed to empower faculty who serve as academic coaches, providing the tools and knowledge necessary for effective coaching. Here, you’ll find curated resources to support your role in fostering students’ academic and professional growth, helping them reach their full potential. As the coaching roles and responsibilities continue to evolve, we will regularly update this page with new materials and insights. Explore the foundational concepts of medical education coaching and discover strategies to enhance your impact as a faculty coach.
AMA Academic Coaching Videos
The AMA Academic Coaching in Medical Education Video Series is a resource to help faculty coaches improve their coaching by incorporating the competencies into their coaching practice. The video modules demonstrate coaching competencies and include examples of inexperienced and experienced coaches.
Video learning objectives:
- Describe three key activities you can do prior to and during an initial coaching meeting that will help establish the foundation of your coaching relationship
- Differentiate roles of coach, advisor, and mentor
- List two strategies you can use to identify when you are shifting from the role of coach to mentor or advisor in order to refocus your efforts on learner centered coaching
Video learning objectives:
- Describe how meeting preparation can contribute to an effective coaching session
- List two components of effective communication with a coachee
- Identify five values that establish a meaningful coaching relationship
Video learning objectives:
- List two components of communicating effectively with a learner
- State two questions you can ask to cultivate a learner’s emotional intelligence
- Differentiate skills coaching from other types of coaching
Video learning objectives:
- Describe how a coach can employ the process of co-creative brainstorming to elicit new perspectives and possibilities in order to facilitate problem solving
- Identify at least one question you can ask to cultivate a coachee’s emotional intelligence
- Articulate one strategy a coach might use to help a coachee who is struggling with well-being
Video learning objectives:
- List two questions or techniques that can be used to engage a reluctant learner
- Describe how flexibility can appear in coaching
Video learning objectives:
- Describe appreciative inquiry as a problem-solving framework
- List the five D’s of the 5D approach
Research Papers and Books
| Beyond Advising and Mentoring: Competencies for Coaching in Medical Education This study developed a set of 15 competencies for medical education coaches using a modified Delphi approach with a team of experts. These competencies cover five domains: coaching process and structure, relational skills, coaching skills, coaching theories and models, and coach development, aiming to enhance coaching effectiveness and guide future faculty development and assessment. |
| Coaching a Learner in Medical Education This article explores the distinct role of coaching in medical education, differentiating it from advising and mentoring. Coaching emphasizes guiding learners to discover their own solutions through inquiry-based methods, fostering self-directed learning and accountability. It highlights strategies such as strengths-based coaching, relationship building, and frameworks like WOOP and ISMART goals to enhance learners’ academic performance, well-being, and professional growth. By focusing on probing and active listening rather than providing direct answers, coaches create a collaborative environment that supports learner development. |
| Coaching in Medical Education This book is a comprehensive guide designed to assist educators in developing effective coaching programs within medical schools. It covers the creation and maintenance of coaching relationships, the conduct of coaching sessions, and the evaluation of coaching programs. The handbook emphasizes the importance of preparing both coaches and learners for their roles, establishing clear expectations, and fostering a supportive environment that promotes self-reflection and continuous improvement. It also addresses the unique aspects of coaching in medical education compared to traditional mentoring and advising. |