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You can have both: Coaching to promote clinical competency and professional identity formation

Authors
  • Parsons, Andrew S.1, 1
  • Kon, Rachel H.1
  • Plews-Ogan, Margaret1
  • Gusic, Maryellen E.1
  • 1 University of Virginia School of Medicine,
Type
Published Article
Journal
Perspectives on Medical Education
Publisher
Bohn Stafleu van Loghum
Publication Date
Aug 17, 2020
Pages
1–7
Identifiers
DOI: 10.1007/s40037-020-00612-1
PMID: 32804347
PMCID: PMC7429451
Source
PubMed Central
Keywords
License
Unknown

Abstract

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.

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