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The pitfalls of collegial coaching An analysis of collegial coaching in medical education and its influence on stimulating reflection and performance of novice clinical teachers

The pitfalls of collegial coaching An analysis of collegial coaching in medical education and its... Purpose – Competent clinical teachers are essential for clinical teaching. According to the literature, coaching can contribute to improved levels of reflection and better performance of clinical teachers. By engaging in a dialogue about coachee's teaching behaviour, coaches can stimulate reflection of novice teachers. This study aims to gain insights into the effectiveness of coaching processes in which experienced clinical teachers act as coaches for less experienced teachers. Design/methodology/approach – A case study was conducted in a Dentistry Faculty of a University Medical Centre in The Netherlands. Semi‐structured interviews with nine coaching couples were conducted. Findings – The findings indicate that only one coaching couple succeeded in using coaching as an effective tool for stimulating reflection and the performance of the beginning clinical teacher. Instead of discussing and analysing coachees' teaching behaviour, the other couples merely discussed the knowledge and experience of the coach. Originality/value – This study provides insight into the pitfalls of collegial coaching, and discusses various factors that might affect coaching such as a hierarchical relationship between coach and coachee, the academic climate, the personality of coach and coachee, and finally the importance of using the right coaching model. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

The pitfalls of collegial coaching An analysis of collegial coaching in medical education and its influence on stimulating reflection and performance of novice clinical teachers

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References (31)

Publisher
Emerald Publishing
Copyright
Copyright © 2008 Emerald Group Publishing Limited. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665620810882923
Publisher site
See Article on Publisher Site

Abstract

Purpose – Competent clinical teachers are essential for clinical teaching. According to the literature, coaching can contribute to improved levels of reflection and better performance of clinical teachers. By engaging in a dialogue about coachee's teaching behaviour, coaches can stimulate reflection of novice teachers. This study aims to gain insights into the effectiveness of coaching processes in which experienced clinical teachers act as coaches for less experienced teachers. Design/methodology/approach – A case study was conducted in a Dentistry Faculty of a University Medical Centre in The Netherlands. Semi‐structured interviews with nine coaching couples were conducted. Findings – The findings indicate that only one coaching couple succeeded in using coaching as an effective tool for stimulating reflection and the performance of the beginning clinical teacher. Instead of discussing and analysing coachees' teaching behaviour, the other couples merely discussed the knowledge and experience of the coach. Originality/value – This study provides insight into the pitfalls of collegial coaching, and discusses various factors that might affect coaching such as a hierarchical relationship between coach and coachee, the academic climate, the personality of coach and coachee, and finally the importance of using the right coaching model.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Jul 4, 2008

Keywords: Medical schools; Coaching; Teachers; The Netherlands

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