It’s a ‘two-way street’: resident perspectives of effective coaching relationships in the clinical learning environment

Authors

  • Jessica Trier Queen's University https://orcid.org/0000-0001-7478-8863
  • Jennifer Turnnidge Queen's University
  • Cailie S McGuire Queen's University
  • Jean Côté Queen's University
  • J Damon Dagnone Queen's University

DOI:

https://doi.org/10.36834/cmej.72940

Abstract

Background: Coaching has gained traction in postgraduate medical education to enhance interactions between residents and clinical teachers, but these relationships present unique challenges and tensions. In order to realize the promises of coaching in medical education, we must understand how coaching relationships can be enacted to optimize resident development. The purpose of this study was to explore residents’ perceptions of key characteristics for effective clinical teacher-resident (CT-R) coaching relationships. 

Methods: We conducted four focus groups and eight interviews with residents at a Canadian academic center. Using a social constructionist approach, focus groups and interviews were audio recorded, transcribed verbatim, and thematically analyzed. 

Results: Residents described three main characteristics that contributed to effective CT-R coaching relationships: safe, meaningful, and collaborative. Residents emphasized that these characteristics needed to be bidirectional in nature to be most effective, in that both the resident and clinical teacher embodied these characteristics. 

Conclusions: Residents identified that effective coaching relationships were shaped not only by clinical teacher behaviours, but importantly, the quality of the interpersonal relationship that was fostered. Thus, it is imperative to consider the bidirectional nature of the CT-R coaching relationship when striving to enhance resident development.

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Published

2022-02-28

How to Cite

1.
Trier J, Turnnidge J, McGuire CS, Côté J, Dagnone JD. It’s a ‘two-way street’: resident perspectives of effective coaching relationships in the clinical learning environment . Can. Med. Ed. J [Internet]. 2022 Feb. 28 [cited 2022 Aug. 19];13(3):5-12. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/72940