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Facilitating the transition to residency: A resident-as-coach pilot program.
Callahan, Dana G; Osman, Nora Y; Klig, Jean E; Farrell, Susan E; Stuart, Jessica C; Coll, Maxwell D; Katz, Joel T; Ramani, Subha; Montgomery, Mary W.
Afiliación
  • Callahan DG; Harvard Medical School (HMS), Brigham and Women's Hospital (BWH), Boston, Massachusetts, USA.
  • Osman NY; Harvard Medical School (HMS), Brigham and Women's Hospital (BWH), Boston, Massachusetts, USA.
  • Klig JE; HMS, Massachusetts General Hospital (MGH), Boston, Massachusetts, USA.
  • Farrell SE; HMS, Massachusetts General Hospital (MGH), Boston, Massachusetts, USA.
  • Stuart JC; Memorial Sloan Kettering Cancer Center, New York, New York, USA.
  • Coll MD; Harvard Medical School (HMS), Brigham and Women's Hospital (BWH), Boston, Massachusetts, USA.
  • Katz JT; Harvard Medical School (HMS), Brigham and Women's Hospital (BWH), Boston, Massachusetts, USA.
  • Ramani S; Harvard Medical School (HMS), Brigham and Women's Hospital (BWH), Boston, Massachusetts, USA.
  • Montgomery MW; Harvard Medical School (HMS), Brigham and Women's Hospital (BWH), Boston, Massachusetts, USA.
Med Teach ; 46(6): 849-851, 2024 06.
Article en En | MEDLINE | ID: mdl-38460502
ABSTRACT

BACKGROUND:

The transition from medical school to residency is a critical developmental phase; coaching may help students prepare for this role transition.

AIMS:

We explored whether near-peer coaching could improve a specific workplace skill prior to residency.

METHODS:

A resident-as-coach program was piloted for the medicine sub-internship, an advanced acting internship rotation. Between March and June 2021, 26 students were assigned a resident coach (n = 16). Resident coaches completed one training session, and student-coach dyads met for one coaching session on 'pre-rounding'- gathering patient data before rounds. The program was evaluated through surveys and focus groups.

RESULTS:

20/26 students and 14/16 residents completed the survey. 19/20 students identified a pre-rounding challenge and reported increased pre-rounding efficiency; all committed to one actionable step for improvement. All 16 residents felt their coaching skills improved. In focus groups, students valued the program's focus on honing a relevant skill in a safe, near-peer setting. Residents expressed their intent to incorporate coaching into their future work.

CONCLUSIONS:

A resident-as-coach model can be effective in preparing students for residency, while concurrently building residents' coaching skills.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Internado y Residencia Límite: Humans Idioma: En Revista: Med Teach Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Internado y Residencia Límite: Humans Idioma: En Revista: Med Teach Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Reino Unido