Participation in a Resident-as-Teacher Rotation

Motivations of and Impacts on Faculty Coaches

Bibliographic Data

ID21613147
AuthorsCarolyn H Marcus (0000-0002-3860-7110, C.H. Marcusis an instructor, Division of General Pediatrics, Department of Pediatrics, Boston Children’s Hospital and Harvard Medical School, Boston, Massachusetts., corresponding author), Catherine D Michelson (0000-0002-6752-4170, C.D. Michelsonis assistant professor, Department of Pediatrics, Boston Medical Center and Boston University School of Medicine, Boston, Massachusetts.), Donna Luff (D. Luffis assistant professor, Department of Anesthesiology, Critical Care and Pain Medicine, Boston Children’s Hospital and Harvard Medical School, Boston, Massachusetts.), Lori R Newman (0000-0002-2440-1998, L.R. Newmanis assistant professor, Department of Pediatrics and Department of Education, Boston Children’s Hospital and Harvard Medical School, Boston, Massachusetts.)
Year2022
Volume97
Issue12
Pages1832-1840
Publication date2022-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000004778
PMID35703138
OpenAlexW4282960523
LanguageEN
Citations received2
References cited35

PURPOSE: Coaching in medical education is increasingly used for trainee development for a variety of skills, including improving trainee teaching skills through resident-as-teacher programs. Faculty who serve as coaches commit significant effort to the coaching role, often without protected time or support. Little is known about faculty motivations to participate in coaching programs or how the coaching experience affects the faculty. This study explored faculty coaches' motivations to participate as coaches in a resident-as-teacher rotation and the impacts they experienced as a result of their participation. METHOD: In this qualitative study, authors conducted 14 semistructured interviews in 2019 with faculty coaches from a single resident-as-teacher program in Boston, Massachusetts. Authors analyzed the transcripts using thematic analysis to develop a conceptual framework. RESULTS: Faculty coaches' motivations for initial participation included a sense of honor; a sense of duty; perception of competence; interest in promoting medical education; and desire for increased connectedness. These motivations all related to a larger theme of educator identity. Coaches identified 3 main impacts from participation: improvement in their own teaching, personal satisfaction from helping others and seeing improvement in their learners, and increased connectedness. These impacts affirmed the coaches' educator identity and led to ongoing motivation to participate. They also contributed to the coaches' well-being at work. CONCLUSIONS: Faculty were initially motivated to participate as coaches in a resident-as-teacher rotation based on their identity as educators. The benefits achieved-improvement in own teaching, personal satisfaction, and increased connectedness-affirmed their educator identity and led to ongoing participation and increased well-being at work. These motivations and impacts are important to consider as future programs are developed and coaches are recruited for programs across undergraduate, graduate, and continuing medical education settings

Coaching · Faculty Development · Medical education · Pedagogy · Professional development · Qualitative research · Social connectedness · Sociology · Thematic analysis · Higher Education Practises and Engagement · Innovations in Medical Education · Medicine · Mentoring and Academic Development · Psychology · Social Psychology

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