Presentation Description
Alison Ledger1
Helen Wozniak2, Nalini Pather1,3 and Asela Olupeliyawa4
1 Academy for Medical Education, Medical School, University of Queensland
2 Academy for Medical Education, Medical School, The University of Queensland 3 ANZAHPE
4 Academy for Medical Education, The University of Queensland
Helen Wozniak2, Nalini Pather1,3 and Asela Olupeliyawa4
1 Academy for Medical Education, Medical School, University of Queensland
2 Academy for Medical Education, Medical School, The University of Queensland 3 ANZAHPE
4 Academy for Medical Education, The University of Queensland
Background
Worldwide, medical schools are moving to assessment approaches that recognise the importance of longitudinal development and relationships in learning and assessment. Learning coach roles are increasingly being implemented to support students in reflective practice and goal setting. While several models of learning coaches have emerged, professional development for people in these roles remains critical. This workshop offers space to discuss the training and support for coaches who are tasked with supporting the longitudinal development of learners.
Worldwide, medical schools are moving to assessment approaches that recognise the importance of longitudinal development and relationships in learning and assessment. Learning coach roles are increasingly being implemented to support students in reflective practice and goal setting. While several models of learning coaches have emerged, professional development for people in these roles remains critical. This workshop offers space to discuss the training and support for coaches who are tasked with supporting the longitudinal development of learners.
Why is the topic important for research and/or practice?
Though coaching and mentoring relationships are a feature of programmatic assessment (Torre et al., 2021), implementing the learning coach role can be challenging. Previous authors have reported that tensions can arise for both learners and coaches, when coaches are responsible for both providing developmental support and contributing to high-stakes decision-making (Loosveld et al., 2023). In our own experience, it can be challenging for coaches to navigate theintersectionsofpastoralcare,developmentalsupport,andadviceregardingprogress. When developing learning coach models, questions arise regarding the required level of knowledge coaches need about the program, including its underpinning philosophies, assessment design, and student support mechanisms. This is particularly relevant when considering the role of the coach in clarifying expectations and managing tensions. Cross-institutional dialogue is therefore warranted to address these questions and advance faculty development for learning coaches.
Though coaching and mentoring relationships are a feature of programmatic assessment (Torre et al., 2021), implementing the learning coach role can be challenging. Previous authors have reported that tensions can arise for both learners and coaches, when coaches are responsible for both providing developmental support and contributing to high-stakes decision-making (Loosveld et al., 2023). In our own experience, it can be challenging for coaches to navigate theintersectionsofpastoralcare,developmentalsupport,andadviceregardingprogress. When developing learning coach models, questions arise regarding the required level of knowledge coaches need about the program, including its underpinning philosophies, assessment design, and student support mechanisms. This is particularly relevant when considering the role of the coach in clarifying expectations and managing tensions. Cross-institutional dialogue is therefore warranted to address these questions and advance faculty development for learning coaches.
Workshop format, including participant engagement methods
Our workshop is designed to promote and facilitate sharing of experiences on the role, expectations, and professional development of learning coaches. This discussion is intended to expand insights on the complexities of the role, and develop strategies for supporting and enhancing the role of learning coaches.
10mins – Acknowledgement of country, introductions and aims of workshop
20mins – Introduction to complexities of the learning coach role, including evidence and sharing of workshop facilitators’ experiences
45mins – Sharing of experiences in groups, supported by guiding questions.
15mins – Reporting back and discussion of lessons learned
Who should participate
This workshop is intended for Ottawa attendees who are contemplating or implementing coach programs and/or hold responsibility for staff development or student support
Level of workshop (beginner / intermediate / advanced)
Intermediate/advanced
Take-home messages / workshop outcomes / implications for further research or practice
By the end of the workshop, participants will be able to:
Intermediate/advanced
Take-home messages / workshop outcomes / implications for further research or practice
By the end of the workshop, participants will be able to:
- Consider the complexities of a learning coach role
- Identify key considerations when designing faculty development for coaches in their own context
- Develop strategies for supporting learning coaches to navigate the complexities of the role
Maximum number of participants 60
References (maximum three)
- Loosveld, L. M., Driessen, E. W., Theys, M., van Gerven, P. W. M., & Vanassche, E. 2023. Combining support and assessment in health professions education: Mentors’ and mentees’ experiences in a programmatic assessment context. Perspectives on Medical Education, 12(1), pp. 271-281.
- Torre, D., Rice, N. E., Ryan, A., Bok, H., Dawson, L. J., et al. 2021. Ottawa 2020 consensus statements for programmatic assessment 2: Implementation and practice. Medical Teacher, 43(10), pp. 1149-1160.