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Masterclass: Integrating Coaching into Medical Education and Faculty Development

Day: Sunday 28 August
Time: 1330-1630
Venue: Lyon Congress Centre

Presenters: Sarah Williams1, Rania Sanford2, Ann Dohn3, Rebecca Miller- Kuhlmann4, Aussama Nassar5, James Korndorffer6, Elizabeth Bailey7, William Dixon8, Caroline Rassbach9, Holly Caretta-Weyer10, Rebecca Blankenburg11
1 [email protected], Stanford, California, USA
2 [email protected], Stanford, California, USA
3 [email protected], Stanford, California, USA
4 Stanford Neurology Resident Communication Program, Stanford, California, USA
5 Stanford Surgery Resident Communication Coaching Program, Stanford, California, USA
6 Surgery, Stanford, California, USA
7 Medical Dermatology, Stanford Healthcare, Stanford, California, USA
8 Emergency Medicine, Stanford, California, USA
9 Pediatrics, Stanford, California, USA
10 Stanford, California, USA
11 Pediatrics, Stanford, California, USA

Background: The coaching model is a powerful framework, shifting conversations for teachers and learners from giving/receiving advice or direction to asking questions that empower the learner to find their own solutions. Research shows coaching increases individual growth, enhances skills/performance, improves motivation, decreases burnout, and supports diversity and inclusion. Leaders in organized medicine now propose integrating coaching into medical education. The Coalition for Physician Accountability’s UME-GME Review Committee recommends coaching by trained educators starting in medical school and spanning the educational continuum. The British Medical Association recommends coaching be incorporated into mentoring. The American Medical Association’s Accelerating Change in Medical Education Consortium identifies coaching as a key competency towards developing future physicians who are Master Adaptive Learners--responsive to changing environments and contexts.  Many medical educators lack formal coach training and experience building coaching programs. We aim to bridge these gaps. Stanford has used coaching in medical education since 2013, now representing pediatrics, surgery, neurology, emergency medicine, and dermatology. In 2021, the Coaching Office: Advancing Coaching in Healthcare and Medical Education (“[email protected]”) was established to build infrastructure for quality coaching throughout the institution. Within three months, close to 60 undergraduate (UME) and graduate medical education (GME) faculty completed formal coach training. Our presenters include physicians from multiple specialties; three are professional certified coaches. We lead coaching initiatives spanning UME, GME, and faculty development.
Who Should Participate: Educators who teach, mentor, and supervise trainees and/or design curricula and training outcomes.
Structure of Workshop: Part 1 is an interactive workshop on how to apply coaching in medical education, including practice of new skills that can be immediately implemented with trainees and mentees. Part 2 is a discussion with faculty who have developed coaching programs. This forum explores implementation strategies, lessons learned, catalysts, and barriers for broader adoption of coaching by faculty and trainees.
Intended Outcomes: Participants will:

  • Describe how coaching conversations are distinct from traditional mentoring and advising approaches

  • Develop and practice core coaching skills

  • Identify barriers and facilitators for coaching innovations in their institutions

  • Discuss strategies to implement coaching within their contexts

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