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Coaching educators: Impact of a novel national faculty development program for didactic presentation skills
Jaime Jordan1, Lalena M Yarris2, Michele L Dorfsman3
1Department of Emergency Medicine UCLA Ronald Reagan Medical Center Los Angeles California USA.
AEM Education and Training
|September 2, 2021
Summary
This study shows a national peer-coaching program significantly improved medical faculty presentation skills and career development. Participants reported increased lectures and invitations, highlighting the program
Area of Science:
- Medical Education
- Faculty Development
- Professional Skills Training
Background:
- Didactic lectures are common in medical education, yet faculty often lack formal presentation training.
- Peer coaching is an emerging strategy to enhance teaching skills in medicine.
- A national faculty peer-coaching program was developed to improve lecture presentation skills.
Purpose of the Study:
- To evaluate a novel national faculty peer-coaching program.
- To assess the program's impact on lecture presentation skills and career development.
Main Methods:
- Mixed-methods study involving participant surveys and coach interviews.
- Online surveys with multiple-choice and Likert-type items for participants.
- Semistructured interviews for coaches.
- Descriptive statistics for survey data and thematic analysis for qualitative data.
Main Results:
- 30 participants and 11 coaches from 37 US residency programs participated.
- Participants' national presentations increased from 6.92 to 16.42.
- 87.5% of participants were invited to lecture elsewhere; 92% would recommend the program.
- Coaches reported benefits in skills, self-reflection, and career advancement.
Conclusions:
- The national faculty peer-coaching program yielded perceived benefits for both participants and coaches.
- Findings offer insights for developing similar coaching programs in medical education.
- Suggestions for improvement included administrative processes and engagement strategies.
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