While long used in the business world, and more recently in physician circles, coaching is relatively new to the medical trainee world. An academic coach is a person assigned to facilitate learners achieving their fullest potential.

Coaches evaluate the performance of medical students via review of objective assessments, assisting the student to identify needs and create a plan to achieve these, and helping the student be accountable. Coaches help students improve their own self-monitoring, while fostering the idea that coaching will benefit them throughout their medical careers.

As literature starts to emerge on the coaching practices that lead to the best outcomes for learners, "Coaching in Medical Education: A Faculty Handbook," offers necessary guidance to navigate this new area.

Who should read this book

This handbook focuses most heavily on undergraduate medical education, though many of the principles discussed span the entire continuum of learners, through graduate medical education (GME) as well as continuing medical education.

Specific coaching for faculty and physicians is beyond the scope of this handbook, but a chapter at the end of the book offers distinct advice on coaching GME trainees. GME educators and educators in many health professions will likely also find relevant information throughout the entire handbook.

Chapter downloads

Each chapter covers an operational aspect of coaching. References provide future reading. Case vignettes are interspersed in each chapter, and explicit take home points are highlighted.

While evidence is cited when available, this handbook also relies on consensus and best practices from the many coaching programs represented in the American Medical Association Accelerating Change in Medical Education Consortium.

LINK 1: Accelerating Change in Medical Education Consortium

Letter from the editors & preface

PDF PREFACE: Letters from the editor & preface 

Chapter 1

PDF 1: Introduction and definition of academic coaching

Chapter 2

PDF 2: Building a coaching relationship with learners

Chapter 3

PDF 3: Conducting a coaching session

Chapter 4

PDF 4: Role of informed self-assessment in coaching

Chapter 5

PDF 5: Coaching, diversity and change

Chapter 6

PDF 6: Evaluating coaching programs

Chapter 7

PDF 7: Creating, supporting and sustaining a coaching program

Chapter 8

PDF 8: Coaching in graduate medical education

Appendices

PDF 9: Appendix 1: Coaching in medical education: A faculty handbook

PDF 10: Appendix 2: Coaching in medical education: A faculty handbook

PDF 11: Appendix 3: Coaching in medical education: A faculty handbook

PDF 12: Appendix 4: Coaching in medical education: A faculty handbook

While long used in the business world, and more recently in physician circles, coaching is relatively new to the medical trainee world. An academic coach is a person assigned to facilitate learners achieving their fullest potential.

Coaches evaluate the performance of medical students via review of objective assessments, assisting the student to identify needs and create a plan to achieve these, and helping the student be accountable. Coaches help students improve their own self-monitoring, while fostering the idea that coaching will benefit them throughout their medical careers.

As literature starts to emerge on the coaching practices that lead to the best outcomes for learners, "Coaching in Medical Education: A Faculty Handbook," offers necessary guidance to navigate this new area.

Who should read this book

This handbook focuses most heavily on undergraduate medical education, though many of the principles discussed span the entire continuum of learners, through graduate medical education (GME) as well as continuing medical education.

Specific coaching for faculty and physicians is beyond the scope of this handbook, but a chapter at the end of the book offers distinct advice on coaching GME trainees. GME educators and educators in many health professions will likely also find relevant information throughout the entire handbook.

Chapter downloads

Each chapter covers an operational aspect of coaching. References provide future reading. Case vignettes are interspersed in each chapter, and explicit take home points are highlighted.

While evidence is cited when available, this handbook also relies on consensus and best practices from the many coaching programs represented in the American Medical Association Accelerating Change in Medical Education Consortium.

LINK 1: Accelerating Change in Medical Education Consortium

Letter from the editors & preface

PDF PREFACE: Letters from the editor & preface 

Chapter 1

PDF 1: Introduction and definition of academic coaching

Chapter 2

PDF 2: Building a coaching relationship with learners

Chapter 3

PDF 3: Conducting a coaching session

Chapter 4

PDF 4: Role of informed self-assessment in coaching

Chapter 5

PDF 5: Coaching, diversity and change

Chapter 6

PDF 6: Evaluating coaching programs

Chapter 7

PDF 7: Creating, supporting and sustaining a coaching program

Chapter 8

PDF 8: Coaching in graduate medical education

Appendices

PDF 9: Appendix 1: Coaching in medical education: A faculty handbook

PDF 10: Appendix 2: Coaching in medical education: A faculty handbook

PDF 11: Appendix 3: Coaching in medical education: A faculty handbook

PDF 12: Appendix 4: Coaching in medical education: A faculty handbook

PDF PREFACE

Nicole M. Deiorio, MD; Maya Hammoud, MD, MBA

PDF 1: Chapter 1

Nicole M. Deiorio, MD; E. Skye, MD; L. Sheu, MD

PDF 2: Chapter 2

Ronda Mourad, MD; M. A. Favreau, PhD, MSEd, MACM; P. Thomas, MD

PDF 3: Chapter 3

Christine Thatcher, EdD; M. Sanders, MD; M. C. Jacob, PhD, ABPP

PDF 4: Chapter 4

Margaret Wolff, MD; S. Santen, MD, PhD

PDF 5: Chapter 5

Michele A. Favreau, PhD, MSEd, MACM; J. Meka, PhD

PDF 6: Chapter 6

Elza Mylona, PhD, MBA; R. Van Eck, PhD

PDF 7: Chapter 7

Sandrijn van Schaik, MD, PhD; S. Obadia, DO, FNAOME

PDF 8: Chapter 8

Kevin Parks, MD; J. Miller, MD; A. Westcott, MD, MHPE

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