Academic Coaching to Promote Self-Directed Learning in Graduate Medical Education.

Area of Science:

• Medical Education
• Graduate Medical Training
• Self-Directed Learning

Background:

• Graduate medical education is crucial for developing self-directed learning (SDL) skills.
• An academic coaching program was implemented to support SDL in internal medicine (IM) residents.
• The program utilized Gallimore and Tharp's four-stage model for scaffolding.

Purpose of the Study:

• To evaluate the impact of academic coaching on resident performance, including IM-ITE scores and individualized learning plans (ILPs).
• To assess attitudinal changes among residents regarding SDL.
• To explore how coaching influences SDL within the residency program.

Main Methods:

• A mixed-methods case study was conducted in an IM residency program.
• Quantitative data included pre/post-coaching surveys, ILP analysis, and IM-ITE scores.
• Qualitative data were gathered through semi-structured interviews with resident participants.

Main Results:

• Residents attending at least one coaching session showed improved IM-ITE percentile scores (p=.022).
• Those with two or more sessions achieved significant gains in IM-ITE percent correct (p=.015) and percentile scores (p=.003).
• Qualitative data indicated coaching positively influenced SDL across input, process, and output domains.

Conclusions:

• Sustained academic coaching (≥2 sessions) is linked to enhanced IM-ITE performance.
• The coaching program plays a vital role in fostering residents' self-directed learning abilities.
• Further research can explore optimizing coaching interventions for medical trainees.