Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme.
Background: Longitudinal coaching in residency programmes is becoming commonplace and requires iterative and collaborative discussions between coach and resident, with the shared development of goals. However, little is known about how goal development unfolds within coaching conversations over time...
| Publicado en: | Medical Education Vol. 57; no. 3; pp. 265 - 272 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161825827&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161825827 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Mar2023 vid: 57 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 161825827 159590211 161825827 161825827 10.1111/medu.14942 161825827 ppf: 265 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme. aug: au: Farrell, Laura Cuncic, Cary Hartford, Wendy Hatala, Rose Ajjawi, Rola affil: Department of Medicine, University of British Columbia, Vancouver British Columbia,, Canada sug: subj: Internal Medicine Mentorship Internship and Residency Faculty-Student Relations Goal-Setting Conversation Human Funding Source Qualitative Studies Thematic Analysis Exit Interviews Meetings Patient Care Professional Identity Clinical Competence ab: Background: Longitudinal coaching in residency programmes is becoming commonplace and requires iterative and collaborative discussions between coach and resident, with the shared development of goals. However, little is known about how goal development unfolds within coaching conversations over time and the effects these conversations have. We therefore built on current coaching theory by analysing goal development dialogues within resident and faculty coaching relationships. Methods: This was a qualitative study using interpretive description methodology. Eight internal medicine coach–resident dyads consented to audiotaping coaching meetings over a 1‐year period. Transcripts from meetings and individual exit interviews were analysed thematically using goal co‐construction as a sensitising concept. Results: Two themes were developed: (i) The content of goals discussed in coaching meetings focused on how to be a resident, with little discussion around challenges in direct patient care, and (ii) co‐construction mainly occurred in how to meet goals, rather than in prioritising goals or co‐constructing new goals. Conclusions: In analysing goal development in the coach–resident relationships, conversations focused mainly around how to manage as a resident rather than how to improve direct patient care. This may be because academic coaching provides space separate from clinical work to focus on the stage‐specific professional identity development of a resident. Going forward, focus should be on how to optimise longitudinal coaching conversations to ensure co‐regulation and reflection on both clinical competencies and professional identity formation. Farrell et al. demonstrate that longitudinal academic coaching provides residents a space to focus on professional identity development separate from clinical work. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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