Putting Away the Pom Poms and Becoming an Effective Coach

Putting Away the Pom Poms and Becoming an Effective Coach

 

As medical educators, our goal is to give constructive feedback on what students/residents do effectively, and what needs improvement. The ultimate goal is for the learner to effectively identify their limitations, identify specific goals and for us to guide them in achieving the goals.

 

In the Wenrich, et all article: From Cheerleader to Coach: The Development Progression of Bedside Teachers in Giving Feedback to Early Learners, the authors identify seven dydadic themes that distinguish new clinical-teachers (cheerleaders) from experienced clinical-teachers (coaches):

 

1.     Teacher as cheerleader/teacher as coach

2.     Passive teacher role/proactive teacher role

3.     Concern about student fragility/understand students’ resilience

4.     Create a safe environment/create a challenging, but safe environment

5.     Limited goals and strategies/strategic and goal oriented

6.     Oriented toward students’ current needs/oriented toward students’ developmental trajectory

7.     Minimal use of teams/fosters environment of team feedback

 

The authors found that over time, with consistent teaching and faculty development, that the clinical-teachers improved in many of the above areas.

 

Call for Proposals

STFM Annual Conference—Deadline September 12th

 

Upcoming Conferences

UW Advancing Health Equity  Sept 7this full, but can be live-streamed

UW Health Pediatric Seminars   September 22nd-23rd

AAFP Family Medicine Experience (FMX) September 20th-24th, 2016

Family Medicine Midwest   October 7th-9th, 2016

UW Primary Care Conference, November 3rd-4th, 2016

UW SMPH Career Paths 101: “Planning for Promotion”  November 4th, 2016

STFM Conference on Practice Improvement December 1st-4th, 2016

 

Hope you have a restful holiday weekend!

 

Melissa Stiles, MD

 

“Find Work”

My mother’s mother, widowed very young

of her first love, and of that love’s first fruit,

moved through her father’s farm, her country tongue

and country heart anaesthetized and mute

with labor. So her kind was taught to do—

“Find work,” she would reply to every grief—

and her one dictum, whether false or true,

tolled heavy with her passionate belief.

Widowed again, with children, in her prime,

she spoke so little it was hard to bear

so much composure, such a truce with time

spent in the lifelong practice of despair.

But I recall her floors, scrubbed white as bone,

her dishes, and how painfully they shone.

BY RHINA P. ESPAILLAT