Accelerating Change in Medical Education

Coaching in Medical Education: Guidance for educators and students

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 for educators and administrators to navigate this new area. “It Takes Two: A Guide to Being a Good Coachee” provides guidance for medical students who are being coached.

Coaching in Medical Education: A Faculty Handbook

This handbook focuses most heavily on undergraduate medical education (PDF), 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.

It Takes Two: A Guide to Being a Good Coachee

This handbook focuses on what learners need to know (PDF) to get the most out of a coaching relationship including how your coach can develop you as a master adaptive learner, how to use coaching throughout training, and how coaching can help you build successful personal learning networks.

Each chapter covers an important aspect of coaching and the coaching relationship. References provide guidance for future reading. Case vignettes are interspersed throughout each chapter, and explicit take-home points are highlighted. Evidence is cited when available, but this handbook also relies on consensus and best practices from the many coaching programs represented in the AMA Accelerating Change for Medical Education Consortium. Each chapter was primarily authored by learners involved in coaching relationships with mentorship from faculty who have coaching expertise.

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