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Coaching to improve self-directed learning.

Margaret Wolff1, Jennifer Stojan2, Stacie Buckler3

  • 1Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan, USA.

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Summary
This summary is machine-generated.

Faculty coaching significantly improved medical trainees' self-directed learning. Students with coaching were more likely to develop and implement learning goals, enhancing their medical education.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Self-Directed Learning

Background:

  • The evolving healthcare landscape demands self-directed learning skills in medical trainees.
  • This study investigated the impact of coaching on self-directed learning in pre-clerkship medical students.

Purpose of the Study:

  • To evaluate the effect of coaching on the development and implementation of learning goals (LGs) among medical students.
  • To compare the outcomes of students receiving faculty coaching versus those developing LGs independently.

Main Methods:

  • A longitudinal educational intervention involving standardized patient assessments.
  • Students were divided into intervention (coached) and control (uncoached) groups.
  • Feedback and self-assessment were used to create and track LGs.

Main Results:

  • Coaching significantly increased LG implementation (91.8% vs. 65.9%).
  • Coached students were more likely to integrate performance feedback into their LGs (90.2% vs. 38.1%).
  • Faculty coaching facilitated better LG development and implementation.

Conclusions:

  • Faculty coaching is a valuable tool for enhancing self-directed learning in medical trainees.
  • Coaching supports the development and execution of learning goals, crucial for medical education.