#ELSTER ONLINE DOWNLOAD 2014 PROFESSIONAL#
At our institution, coaches support students through medical school with a focus on academic performance and professional identity formation. The coaching role is unique from other educator roles, however, due to its focus on self-reflection and close learner relationships. Many coaching programs provide coaches with protected time, funding, and formal faculty development, similar to other clinician-educator roles. Coaches, like other clinician-educators, may be asked to serve as teachers, mentors, and advisors but are not involved in formal learner assessment. In undergraduate medical education, coaches are clinician-educators matched longitudinally with medical students. Likewise, coaches experience benefits including professional development, community building, and role satisfaction. Learners working with coaches endorse enhanced comfort with clinical practice, greater self-awareness, and increased receipt of feedback. The coach promotes learners’ self-improvement through feedback, self-reflection, and goal setting.
In medical education, a coach is a faculty educator who builds one-on-one, longitudinal learner relationships to motivate change and maximize learner potential. Ĭoaching, a role traditional in sports, business, and music, is gaining popularity in medical education as a clinician-educator role. They are as a group, therefore, at high risk for burnout and intent to leave academic medicine due to competing demands. Clinician-educators must navigate many different roles including advisor, teacher, and mentor and also forge a joint identity as both clinician and educator. However, they face challenges to career success, including higher clinical demands and less clear paths to promotion than other faculty. The coaching role provides faculty with benefits similar to other funded educator roles, but the particular demands of the coach role may contribute to burnout.Ĭlinician-educators are essential to the academic mission. Coaches cited challenges in forming professional identities and working with struggling learners. Educator roles provide reward that enhances self-efficacy and job satisfaction but also generate competing demands. Qualitative analysis yielded three themes: sources of reward, academic identity, and strategies to mitigate burnout. Burnout was more prevalent in coaches and unfunded educators. Coaches and funded educators had significantly higher professional development self-efficacy and job satisfaction than unfunded educators. Teaching self-efficacy was similar across groups. ResultsĢ02 of 384 faculty (52.6%) responded to the survey 187 complete surveys were analyzed. To elaborate quantitative results, we conducted qualitative interviews of 15 faculty and analyzed data using framework analysis.
Data were analyzed using analysis of variance followed by post-hoc tests and chi-square tests. Coaches (funded 20% full-time equivalents), faculty with other funded education positions (“funded”), and faculty without funded education positions (“unfunded”) completed a 48-item survey addressing self-efficacy (teaching, professional development, and scholarship), job satisfaction, and burnout. We conducted a mixed methods study using a quantitative survey followed by qualitative interviews of faculty at the University of California, San Francisco. This study examines self-efficacy, job satisfaction, and burnout in coaches and other clinician-educators. Self-efficacy is a powerful faculty motivator that is associated positively with job satisfaction and negatively with burnout. Coaching is a growing clinician-educator role.
0 kommentar(er)
