Table 1
Components of our comprehensive coaching program to promote clinical competency and professional identity formation: Structure, representative curricular topics, and illustrative educational methods
|
Phase of the curriculum |
Curricular topics |
Educational methods | |
|---|---|---|---|
|
Pre-clerkship (18 months): One faculty coach and six students meet as small group weekly for four hours |
Clinical competency |
– History taking – Physical exam skills – Communication skills – Clinical reasoning – High value care – Social influences on health |
– Case-based role plays – Simulation with standardized patients and high fidelity simulators – Direct observation with coach and peer feedback – EPA assessments by faculty (not coaches) – Review of clinical assessment data with coaches – Narrative medicine – House call, narrative interview of student’s patients – Reflection on student doctor relationship – Individualized formative feedback and goal setting |
|
Professional identity formation |
– Authentic student doctor role – Relational skills – Professional boundaries – Physician well-being – Positive practices | ||
|
Clerkship (12 months) and Post-clerkship (14 months): One faculty coach and six students meet as small group for two hours quarterly; individual coach-learner meetings quarterly |
Clinical competency |
– Communication skills – Patient care skills – Clinical reasoning skills |
– Reflection on, and review of clinical assessment data as a tool for learning – Co-construction of learning goals for ongoing development (clinical competency and professional identity formation) by coaches and students – Reflective writing – Facilitated debriefing of critical incidents – Small group discussion to reflect on student-doctor relationship – Individualized formative feedback and goal setting |
|
Professional identity formation |
– Developmental progression/performance expectations related to graduated autonomy – Experience/impact of critical incidents – Evolution of student-doctor relationship |