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Med Teach. 2020 Mar 4:1-10. doi: 10.1080/0142159X.2020.1732316. [Epub ahead of print]

Training junior faculty to become clinical teachers: The value of personalized coaching.

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Department of General Pediatrics at the Children's Hospital, Geneva University Hospitals, Geneva, Switzerland.
Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland.
Institute of Primary Care, Geneva University Hospitals, Geneva, Switzerland.
Department of Gynecology and Obstetrics, Geneva University Hospitals, Geneva, Switzerland.
Department of Psychiatry, Geneva University Hospitals, Geneva, Switzerland.
Division of Primary Care Medicine, Department of Primary Care Medicine, Geneva University Hospitals, Geneva, Switzerland.
Department of community medicine and primary care, Geneva University Hospitals, Geneva, Switzerland.


Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy.Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE). A gain-score analysis, one-way ANOVA, and paired t-tests were used to evaluate both groups. The impact on the learning environment was measured by resident ratings of the Maastricht Clinical Teaching Questionnaire.Results: One hundred and twenty-seven participants completed the study over a three-year period. Both groups had significant improvements in self-efficacy. Participants in the coaching group demonstrated superior performance in encouraging learner self-reflection, teaching effectiveness, verifying learner understanding, exploring feelings/needs, and defining learning objectives. Over a 5-year period, the overall institutional learning climate significantly improved concerning faculty role-modeling, coaching, articulation, and explorations skills.Conclusion: Offering a contextualized faculty-development program using OSTEs that provides multiple opportunities for feedback and is focused on creating a community of practice is an effective method to facilitate the transfer of skills to the clinical environment, supports teacher identity development, and favorably impacts the learning climate.


Graduate medical education; clinical competence; coaching; medical residency

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