| Autor: |
Parsons AS; Department of Medicine, University of Virginia School of Medicine, 1215 Lee St., 22908-0422, Charlottesville, VA, USA. Asp5c@virginia.edu.; Department of Public Health Sciences, University of Virginia School of Medicine, Charlottesville, VA, USA. Asp5c@virginia.edu., Kon RH; Department of Medicine, University of Virginia School of Medicine, 1215 Lee St., 22908-0422, Charlottesville, VA, USA., Plews-Ogan M; Department of Medicine, University of Virginia School of Medicine, 1215 Lee St., 22908-0422, Charlottesville, VA, USA., Gusic ME; University of Virginia School of Medicine, Charlottesville, VA, USA. |
| Abstrakt: |
Coaching is a critical tool to guide student development of clinical competency and formation of professional identity in medicine, two inextricably linked concepts. Because progress toward clinical competence is linked to thinking, acting and feeling like a physician, a coach's knowledge about a learner's development of clinical skills is essential to promoting the learner's professional identity formation. A longitudinal coaching program provides a foundation for the formation of coach-learner relationships built on trust. Trusting relationships can moderate the risk and vulnerability inherent in a hierarchical medical education system and allow coaching conversations to focus on the promotion of self-regulated learning and fostering skills for life-long learning. Herein, we describe a comprehensive, longitudinal clinical coaching program for medical students designed to support learners' professional identify formation and effectively promote their emerging competence. |
