This webpage aims to support faculty coaches who guide and mentor medical students. These resources support faculty members in their coaching roles, ensuring effective guidance and support for students’ academic and professional development.  Check back regularly as new resources and information will be added as the coaching roles and responsibilities are further refined.


Videos

AMA Academic Coaching in Medical Education Videos


The AMA Academic Coaching in Medical Education videos explore various coaching techniques and their applications within medical education, aiming to enhance teaching and mentoring practices for faculty and improve learning outcomes for students. Topics likely cover strategies for personalized learning, mentorship effectiveness, and fostering professional development among medical educators.

Research Papers and Books

Beyond Advising and Mentoring: Competencies for Coaching in Medical Education


This article explores the essential competencies required for effective coaching in medical education. Through a modified Delphi approach, an expert panel identified fifteen competencies across five domains: coaching process and structure, relational skills, coaching skills, coaching theories and models, and coach development. These competencies aim to support academic goals, professional development, and well-being in medical education, emphasizing the importance of systematic coaching to develop adaptive, self-directed learners. The article also highlights the need for faculty development and assessment tools to evaluate the effectiveness of coaching programs.

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Wolff, M., Deiorio, N. M., Miller Juve, A., Richardson, J., Gazelle, G., Moore, M., … & Hammoud, M. M. (2021). Beyond advising and mentoring: competencies for coaching in medical education. Medical Teacher43(10), 1210-1213.https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2021.1947479

Coaching a Learner in Medical Education


This article discusses the role of coaching in medical education, differentiating it from advising and mentoring. Coaching focuses on guiding learners to reach their own conclusions through inquiry-based techniques, promoting self-directed learning and accountability. The article highlights strategies such as strengths-based coaching, relationship building, and the use of frameworks like WOOP and ISMART goals to support learners’ academic performance, wellness, and professional development. Coaches engage in more probing and listening rather than telling and answering, fostering a collaborative environment.

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Deiorio, N. M., Foster, K. W., & Santen, S. A. (2021). Coaching a learner in medical education. Academic Medicine96(12), 1758. https://journals.lww.com/academicmedicine/_layouts/15/oaks.journals/downloadpdf.aspx?an=00001888-202112000-00039

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.

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American Medical Association. (2017). Coaching in medical education: a faculty handbook. American Medical Assn.. https://www.ama-assn.org/system/files/2019-09/coaching-medical-education-faculty-handbook.pdf