Clinical coaching: Evolving the apprenticeship model for modern housestaff.

Area of Science:

• Medical Education
• Clinical Skills Training
• Healthcare Professional Development

Background:

• Traditional feedback in clinical settings relies heavily on senior physicians.
• Medical trainees often report dissatisfaction with the quality and impact of feedback received.
• Current demands on trainees and mentors limit optimal feedback delivery.

Purpose of the Study:

• To propose a novel model for feedback delivery in clinical education.
• To explore the role of medical residents as feedback providers.
• To enhance the structure, execution, and impact of feedback in medical training.

Main Methods:

• Conceptualizing a model of "clinical coaching" where residents act as teachers.
• Defining "clinical coaching" as a longitudinal helping relationship focused on performance improvement.
• Emphasizing the active roles of both feedback givers (coaches) and receivers (apprentices).

Main Results:

• Medical residents are uniquely positioned to serve as adjunct feedback providers.
• The proposed model highlights the reciprocal nature of feedback in a coaching relationship.
• This approach aims to address perceived inadequacies in current feedback practices.

Conclusions:

• Implementing a "clinical coaching" model can optimize feedback in medical education.
• Training residents to be effective feedback givers is crucial for improving clinical teaching.
• This strategy can enhance the overall learning experience for medical trainees.