Coaching in Medical Education
- 1st Edition - February 18, 2022
- Authors: Maya M. Hammoud, Nicole M. Deiorio, Margaret Moore, Margaret Wolff
- Language: English
- Paperback ISBN:9 7 8 - 0 - 3 2 3 - 8 4 7 2 6 - 1
- eBook ISBN:9 7 8 - 0 - 3 2 3 - 8 4 7 2 7 - 8
Today’s medical school coaching programs integrate a wide variety of personalized goals, including professional identity formation and academic performance, as well as community… Read more
Purchase options
Institutional subscription on ScienceDirect
Request a sales quoteToday’s medical school coaching programs integrate a wide variety of personalized goals, including professional identity formation and academic performance, as well as community building, leadership and lifelong learning skills, clinical skills development, and more. Coaching in Medical Education, part of the American Medical Association’s MedEd Innovation Series, is a first-of-its-kind, instructor-focused field book that equips educators to coach all learners and run an effective coaching program, increasing the likelihood of the learner (and thus physician) success. This volume . . .
- Cover Image
- The AMA MedEd Innovation Series
- Title Page
- Copyright
- Contributors
- Foreword
- Preface
- Acknowledgments
- Table of Contents
- Chapter 1 Coaching in the Academic Environment
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- DIFFERENTIATING COACHING FROM ADVISING, MENTORING, AND COUNSELING
- RATIONALE FOR THIS TEXTBOOK
- COACHING TO SUPPORT COMPETENCY-BASED MEDICAL EDUCATION AND THE DEVELOPMENT OF THE MASTER ADAPTIVE LEARNER
- BRIEF CHAPTER OVERVIEWS
- TAKE-HOME POINTS
- REFERENCES
- Chapter 2 Coaching and the Master Adaptive Learner Model
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- MASTER ADAPTIVE LEARNER
- MASTER ADAPTIVE LEARNER GEARS
- MASTER ADAPTIVE CONTINUOUS COGNITIVE SKILLS
- MASTER ADAPTIVE LEARNER BATTERIES
- MASTER ADAPTIVE LEARNER COACHING RHEOSTAT
- COACHING APPROACH FOR THE MASTER ADAPTIVE LEARNER PHASES
- COACHING SKILLS RELATED TO THE BATTERIES THAT POWER THE MASTER ADAPTIVE LEARNER MODEL
- COMPETENCY-BASED MEDICAL EDUCATION
- LEARNING ENVIRONMENT
- CONCLUSION
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 3 Coaching Theories: A Scientific Foundation for Coaching Competencies in Medical Education
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- COACHING DEFINITIONS
- SCIENCE-BASED COACHING COMPETENCIES
- COACHING THEORIES
- EMOTIONAL INTELLIGENCE
- TRANSTHEORETICAL MODEL OF CHANGE
- GOAL SETTING
- WOOP
- GROW
- NAVIGATING CHALLENGES
- COACH DEVELOPMENT
- CONCLUSION
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 4 Competencies for Academic Coaches
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- OVERVIEW OF COACHING COMPETENCIES
- COACHING COMPETENCIES IN ACTION
- ASSESSMENT OF COACHING COMPETENCY
- CONCLUSION
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 5 Overview of Individual, Team, and Peer Coaching
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- TYPES OF COACHING PROGRAMS
- ROLE OF THE COACH
- ORIENTATION TO COACHING
- THE SECOND AND SUBSEQUENT MEETINGS: ACTION PLANNING
- INSTITUTION-SPECIFIC GOALS
- CLOSING THE RELATIONSHIP
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 6 Applications of Coaching
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- PROFESSIONAL IDENTITY FORMATION AND CAREER DEVELOPMENT
- ACADEMIC DEVELOPMENT OF COMPETENCY-BASED SKILLS
- REMEDIATION OF SPECIFIC COMPETENCIES: REFRAMING THE APPROACH TO REMEDIATION
- LEADERSHIP DEVELOPMENT
- DEVELOPING EFFECTIVE EDUCATORS
- PHYSICAL HEALTH AND EMOTIONAL WELL-BEING
- MANAGING UNCERTAINTY AND DISRUPTIVE CHANGE
- DEVELOPING SKILLS IN SELF-DIRECTED LEARNING AND CHANGE
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 7 Coaching for Performance Improvement
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- UNDERSTANDING CLINICAL REASONING IN THE CONTEXT OF THE MASTER ADAPTIVE LEARNER
- COACHING FOR PERFORMANCE IMPROVEMENT IN CLINICAL REASONING
- APPLICATION OF COACHING TO PROCEDURAL SETTINGS
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 8 Coaching and Ethics, Diversity, Equity, and Inclusion
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- COACHING AND ETHICS
- ETHICAL STANDARDS GOVERNING THE COACHING OF MEDICAL LEARNERS
- COMMON ETHICAL DILEMMAS
- ADDRESSING ETHICAL DILEMMAS
- COACHING AND CONSIDERATIONS OF DIVERSITY, EQUITY, AND INCLUSION
- CONCLUSION
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 9 Examples of Successful Coaching Programs
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- MODEL 1: UNDERGRADUATE MEDICAL EDUCATION PROFESSIONAL DEVELOPMENT COACHING PROGRAM
- MODEL 2: UNDERGRADUATE MEDICAL EDUCATION PROFESSIONAL DEVELOPMENT COACHING PROGRAM
- MODEL 3: PEER COACHING TO PROMOTE STUDENT SUCCESS
- MODEL 4: GRADUATE MEDICAL EDUCATION COACHING PROGRAM IN A PEDIATRIC RESIDENCY
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- REFERENCES
- Chapter 10 Developing Coaches for Learners Across the Medical Education Continuum
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- CONCEPTUAL FRAMEWORKS
- CONDUCTING A NEEDS ASSESSMENT
- RESOURCES NEEDED TO IMPLEMENT A COACHING PROGRAM
- RECRUITING NEW COACHES
- DEVELOPING EFFECTIVE COACHES
- ASSESSING COACHES AND EVALUATING THE COACHING PROGRAM
- CHALLENGES FOR COACHES AND COACHING PROGRAMS AS WELL AS MITIGATION STRATEGIES
- CONCLUSION
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 11 Coaching Assessment and Program Outcomes
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- THREE COMMON TYPES AND PURPOSES OF PROGRAM EVALUATION
- THE SIX ACTIVITIES SHARED BY ALL EVALUATIONS
- KIRKPATRICK’S MODEL
- RETURN ON INVESTMENT
- FINAL THOUGHTS ON KIRKPATRICK’S MODEL
- SUMMARY
- TAKE-HOME POINTS
- QUESTIONS FOR FURTHER THOUGHT
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Chapter 12 The Current and Future State of Coaching in Medical Education
- LEARNING OBJECTIVES
- CHAPTER OUTLINE
- CHAPTER SUMMARY
- INTRODUCTION
- COACHING IMPACT IN MEDICAL EDUCATION
- MEASURING COACHING EFFECTIVENESS
- RETURN ON INVESTMENT FOR COACHING IN MEDICAL EDUCATION
- DIRECTIONS FOR FUTURE RESEARCH
- TAKE-HOME POINTS
- ANNOTATED BIBLIOGRAPHY
- REFERENCES
- Glossary
- Index
- No. of pages: 160
- Language: English
- Edition: 1
- Published: February 18, 2022
- Imprint: Elsevier
- Paperback ISBN: 9780323847261
- eBook ISBN: 9780323847278
MH
Maya M. Hammoud
Maya Hammoud, MD, MBA, is Professor of Obstetrics and Gynecology, Professor of Medical Education at the University of Michigan Medical School, and the AMA’s special adviser on medical education innovation. She is a fellow ACOG and past president of the Association of Professors of Gynecology and Obstetrics (APGO).
Affiliations and expertise
Professor, Obstetrics and Gynecology, University of Michigan, Ann Arbor, MichiganND
Nicole M. Deiorio
Nicole M. Deiorio, MD is a Professor of Emergency Medicine and Associate Dean for Student Affairs at Virginia Commonwealth University. She runs the coaching program for undergraduate medical education and has developed learning communities and coaching at her past institution, OHSU as well.
Affiliations and expertise
Pennsylvania State University College of Medicine, Hershey, Pennsylvania