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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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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.

The Journal of Continuing Education in the Health Professions

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Summary

This summary is machine-generated.

This study explores faculty coach professional development in medical education, identifying key themes and proposing a novel framework to enhance coaching programs and support faculty growth.

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Area of Science:

Medical Education
Faculty Development
Coaching Programs

Background:

Many US medical schools utilize faculty coach-supported educational portfolios.
Existing research covers coach competencies and perceptions, but gaps remain in understanding professional development needs.
Limited data exists on how coaching programs address faculty coach professional development.

Purpose of the Study:

To explore faculty coach professional development experiences in medical student coaching.
To develop a preliminary framework for medical faculty coach professional development.

Main Methods:

Recruited 15 faculty portfolio coaches from a 4-year longitudinal coaching program for semi-structured interviews.
Utilized detailed transcription and inductive coding by two analysts to identify themes.
Compared identified themes against the O'Sullivan and Irby professional development model.

Main Results:

Identified four program-specific professional development themes: doing, modeling, relating, and hosting.
Identified three career-relevant professional development themes: advancement, meaning, and understanding.
Developed a framework for optimizing coach professional development based on these themes.

Conclusions:

Proposes the first portfolio coach-informed framework for faculty professional development in medical education.
Builds upon existing standards and research to inform coach development and competencies.
Offers a framework for allied health institutions to innovate their portfolio coaching programs.