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A Portfolio Coach-Informed Professional Development Framework
Seuli Bose-Brill1, Cheryl Bardales, Phillip Anjum
1Dr. Bose-Brill: Associate Professor, Division of General Internal Medicine, Department of Internal Medicine, The Ohio State University College of Medicine, Columbus, OH. Dr. Bardales: Program Manager, Office of Geriatrics and Interprofessional Aging Studies, The Ohio State University College of Medicine, Columbus, OH. Anjum: Medical Student, The Ohio State University College of Medicine, Columbus, OH. Dr. Prater: Research Scientist, Department of Epidemiology, School of Public Health at the University of Washington in Seattle, Washington. Dr. Otsubo: Research Assistant, Division of General Internal Medicine, The Ohio State University College of Medicine, Columbus, OH. Dr. Walker: Senior Consultant, Medicare Policy, Walker J Consulting, Columbus, OH. Miles: Research Program Manager, Division of General Internal Medicine, Department of Internal Medicine, The Ohio State University College of Medicine, Columbus, OH. Dr. Kreger: Professor, Division of General Internal Medicine, Department of Internal Medicine, The Ohio State University College of Medicine, Columbus, OH. Dr. Childerhose: Research Assistant Professor, Division of General Internal Medicine, Department of Internal Medicine and Division of Bioethics, The Ohio State Wexner Medical Center, Columbus, OH. Dr. Kopechek: Clinical Professor, Department of Pediatrics, The Ohio State University College of Medicine, Columbus, Ohio where he is the Director of Portfolio and Coaching.
Introduction:
A majority of US medical schools have incorporated faculty coach-supported educational portfolios into the curriculum. Existing research describes coach professional development, competencies, and program perceptions. However, limited research exists on how programs address coach professional development needs. Our sequential objectives were to (1) explore faculty coach professional development experiences within medical student coaching programs and (2) develop a preliminary framework for medical faculty coach professional development.
Methods:
Faculty portfolio coaches who completed 4 years of a longitudinal coaching program were recruited to complete a semi-structured exit interview. Interviews were transcribed using detailed transcription. Two analysts inductively generated a codebook of parent and child codes to identify themes. They compared themes to the professional development model proposed by O'Sullivan and Irby.
Results:
Of the 25 eligible coaches, 15 completed the interview. Our team organized themes into two broad domains paralleling the established model: program-specific professional development and career-relevant professional development. Four program-specific professional development themes emerged: doing; modeling; relating; and hosting. Three career-relevant professional development themes emerged: advancement; meaning; and understanding. We then applied themes within each domain to propose strategies to optimize coach professional development and develop a framework modeled after O'Sullivan and Irby.
Discussion:
To our knowledge, we propose the first portfolio coach-informed framework for professional development. Our work builds on established standards, expert opinion, and research responsible for portfolio coach professional development and competencies. Allied health institutions with portfolio coaching programs can apply the framework for professional development innovation.
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