APMEC 2022 Kuala Lumpur
Virtual
12 - 16 January 2022
Oral Presentation/Short Communication
The Role of Coaching in Health Professions Education
Poh-Sun Goh and Shefaly Shorey
One takeaway summary slide below:
Introduction
The aim of this short communication is to present findings, insights and practice points from a systematic review of literature in coaching in health professions education; and personal observations and reflections on practice from the two authors as in-house coaches, after recently graduating from a formal (ontological) coaching training program.
Methods
Our intention is to engage in the Scholarship of Integration, and Application - by presenting usable findings from a recently completed and published systematic review; and personal insights from reflective practice, both during a formal coaching training program, as well as internal coaches at the YLLSOM working with medical and nursing students.
Our recently published systematic review is - Shorey S, Ang E, Chua JYX, Goh PS. (2021). Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review. Nurse Education Today. Available online 16 November 2021, In Press. https://doi.org/10.1016/j.nedt.2021.105222
Both authors are graduates of The Coach Partnership/Newfield Coach Training Program for NUS YLLSOM (2021), and are certified associate coaches at YLLSOM.
Results
Coaching is a distinct role, and set of skills, that can add value and expand an educator’s toolkit in health professions education. Understanding and applying both theory, and a foundation in background knowledge, as well as professional training (as a coach) and practise in coaching skills are important.
In our systematic review, we identified the following as key usable findings -
careful preparation of both coaches and students (coachees)
incorporate both group and individual sessions
assign students to coaches based on their clinical interests
providing an option to change coach
consider conducting online coaching sessions using video calls
Our insights from reflective practice are -
the importance of formal training
to engage students (before, during and after)
to incorporate BEL (build awareness and observation in both coach, and coachee, of how they ‘show up’ - in body (physically), emotion, and language (use of words and thinking) - and through this develop the ability to intentionally shift how they communicate with ‘BEL’ and significantly influence themselves and their impact on others in a positive way
be mindful of “educator” and “mentor” roles
strategic pauses (during the sessions)
reflective journal/seeking feedback (on your journey as a coach)
technology ‘works’ (does the job) - WhatsApp + live Zoom for group, and individual coaching
Conclusion
Coaching is a distinct skillset, requires formal training, and forms part of the spectrum of practice we engage in as health professions educators - as teachers, instructors, supervisors, mentors, guides and coaches.
Acknowledgements - both authors deeply thank the following for their wholehearted support
Professor Kesavan Esuvaranathan, for championing and leading YLLSOM internal coaching program
Our teachers, mentors and coach trainers from TCP/Newfield Asia, who trained and certified us as in-house coaches
Our fellow in-house community of coaches at YLLSOM
Our student coachees
----------
Systematic Review
- Importance of formal training, reflective practice, and feedback (for coaches)
- Importance of coachees having clear idea of what coaching is (for), and is not
- In institutional settings, group and individual coaching can be complementary, and synergistic
- In Health Professions Settings, both generic and performance focused coaching has role - some degree of coach-coachee matching has role
- Option to change assigned coach in institutional setting is helpful - compare and contrast this with more organic arrangements outside participation in cohort formal coaching programs
- During COVID-19, live digital video only does the job (vs in-person analogue coaching or blended coaching)
Insights from Reflective Practice
- Formal training as coach is transformative - understanding oneself, then others, and the interactive dynamics of how both the coach, and coachee 'show up'
- The coach 'owns the process' - engagement - preparation before (background information - both coaching and coachee-coach, expectations, agreements, trust), during coaching (focused listening/observation - it is all about the coachee, not the coach; what does the coachee want to work on; how is coachee 'showing up'); and follow up after session and at follow up session
- BEL - body/somatic expression, emotion and language (use, choice) are indicators, information and insight sources, and levers for coach to work with coachee - insights and 'aha' / transformative moments arise from (within) the coachee - similar to learning (which occurs within student)
- Spectrum of conversation emphasis - with coaching at one end focused on 'listening-observing', asking questions, being present, and providing feedback - 'not' direct instruction, teaching, educator, mentoring (at the other end of the spectrum - with different roles). The coach 'should not work harder' than the coachee.
- It is all about the coachee, their experience, and what they take away from the coaching session - strategic pauses to 'check-in' with coachee is key step. The coachee 'owns the goal' of the coaching process. What they want to work on and get from coaching.
- Reflective practice, reflection, and ongoing professional development and training is important for coach
- Technology 'works' - to connect, and engage - e.g. WhatsApp + 'Live' video Zoom
Shorey S, Ang E, Chua JYX, Goh PS. (2021). Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review. Nurse Education Today. Available online 16 November 2021, In Press. https://doi.org/10.1016/j.nedt.2021.105222
No comments:
Post a Comment
Note: only a member of this blog may post a comment.