Drs. Maria Hubinette, Bob Bluman & Renate Kahlke
Colleague, Coach, Teacher, Mentor, Assessor: Educational Dilemmas in the Health Professions
Date: Tuesday, November 7, 2017
Time: 12:00pm to 1:30pm
- formal presentations and discussion from 12:00pm – 1:00pm, ongoing moderated discussion 1:00pm – 1:30pm
- feel free to bring a bagged lunch
- LSC 1312 (host venue)
- DHCC 2262
- MSB 131
- RJH CA 122
- KGH CAC 237
- CWH SHY F414
- RCH 025
- Web browser VC, conference alias info: 30316, user guide
Note: If you experience web or VC connection issues, contact MedIT @ 1-877-266-0666, option 2
In the health professions, educators often wear at least two hats: educator and clinician. However, professional education evolved in ways that significantly complicate (and often enhance) the educator role. We have moved away from approaches to education that are focussed on the “sage on the stage” and toward roles that emphasize the educator as “guide on the side.” In coaching relationships, the “guide on the side” role takes on considerable emphasis, though is difficult to entirely divorce from other educators roles. Coaches are by definition engaged in some form of teaching or knowledge sharing, and often take on mentoring roles. Coaches from undergraduate to continuing professional development settings are obligated to act as assessors in some sense, and report patient-safety violations if they observe them.
In addition, acting as an assessor or giving hard feedback can come at the expense of building positive relationships between coaches and coachees (and the practice communities that they come to represent). In these cases, coaches and coachees can feel that their clinical roles and relationships come into conflict with coaching relationships. The intertwining of these roles can present significant challenges for educators and program developers, when behaving in accordance with one role often means violating another. In this WITA session, we present the dilemmas that we’ve encountered when trying to research and implement coaching programs, and when coaching our coaches.
1. Discuss intersections between coaching and other roles that affect educators’ work
2. Discuss the multiple goals of coaching programs, and conflicts and convergences between them
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This course has been reviewed and approved by the UBC Division of Continuing Professional Development. This Group Learning course meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 1.0 Mainpro+ credits. This course is an Accredited Group Learning Activity eligible for up to 1.0 MOC Section 1 credits as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada. Each physician should claim only those credits he/she actually spent in the activity.