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Coaching Versus Competency to Facilitate Professional Identity Formation.
Adam P Sawatsky1, Brandon M Huffman2, Frederic W Hafferty3
1A.P. Sawatsky is assistant professor of medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, Minnesota; ORCID: http://orcid.org/0000-0003-4050-7984.
Summary
Coaching in medical education fosters professional identity formation by promoting reflection and growth. This approach can help bridge the gap between assessment and the socialization process essential for developing a physician's identity.
Area of Science:
- Medical Education
- Professional Development
- Socialization in Medicine
Background:
- Professional identity formation is a key goal in medical education, involving socialization into the medical community.
- Coaching, emphasizing growth, reflection, and learning from failure, is proposed as an effective method for this socialization.
- Current competency-based medical education and assessment systems create tension with professional identity formation.
Purpose of the Study:
- To explore the role of coaching in medical education for professional identity formation.
- To analyze the conflict between formal assessment processes and the socialization required for developing professional identity.
- To propose coaching as a model to align assessment with identity development.
Main Methods:
- The study discusses the principles of coaching in professional development.
- It examines the impact of current medical education assessment structures on resident behavior using Goffman's theory of impression management.
- A resident's story is presented to illustrate the tension between performance and authentic identity development.
Main Results:
- The existing assessment system in medical training encourages residents to "perform" competence, potentially hindering genuine professional identity formation.
- This "impression management" conflicts with the reflective and growth-oriented nature of coaching.
- Coaching offers a potential framework to reconcile assessment with the developmental needs of professional identity.
Conclusions:
- Coaching aligns well with the goals of professional identity formation in medical education.
- Integrating coaching requires addressing the challenges posed by current assessment practices.
- Further consideration is needed on how to effectively implement coaching to support resident socialization and identity development.
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