Five ways to get a grip by incorporating trust into the design and implementation of peer coaching programs

Adriane E Bell; Holly S Meyer; Lauren A Maggio; Lakesha N Anderson

doi:10.36834/cmej.79872

Auteurs-es

Adriane E Bell Uniformed Services University of the Health Sciences https://orcid.org/0000-0001-6455-0835
Holly S Meyer Uniformed Services University of the Health Science
Lauren A Maggio University of Illinois College of Medicine
Lakesha N Anderson Uniformed Services University of the Health Science

DOI :

https://doi.org/10.36834/cmej.79872

Résumé

L’encadrement par les pairs est une forme de développement professionnel dans laquelle les enseignants améliorent leurs compétences pédagogiques grâce à un travail collaboratif ou à l'observation de leurs pairs. En tant qu'outil fondé sur l'apprentissage par l'expérience, l’encadrement par les pairs favorise les commentaires ciblés, la réflexion sur l'action et les échanges entre collègues afin d'améliorer l'efficacité personnelle des enseignants et les résultats d'apprentissage des stagiaires. Néanmoins, les responsables du développement du corps professoral sont confrontés à des défis pour créer des programmes d’encadrement par les pairs durables et efficaces, car les enseignants craignent que leurs pratiques pédagogiques soient examinées de près. De plus, pour promouvoir les échanges entre collègues, les enseignants (la personne observée et le pair mentor) doivent se faire confiance et accepter leur vulnérabilité. Sans tenir compte de la confiance, les responsables du développement du corps professoral peuvent se retrouver sur une pente glissante, en concevant et en mettant en œuvre des programmes d’encadrement par les pairs inefficaces. Dans cet article Black Ice, nous soulignons le rôle de la confiance dans l’encadrement par les pairs et présentons cinq façons d'aider les responsables du développement du corps professoral à prendre le contrôle en intégrant la confiance dans la conception et la mise en œuvre des programmes d’encadrement par les pairs, afin d'optimiser leur efficacité.

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Bibliographies de l'auteur-e

Adriane E Bell, Uniformed Services University of the Health Sciences

Assistant Professor of Family Medicine and PhD Candidate, Department of Health Professions Education,

Uniformed Services University of the Health Sciences, Bethesda, MD

Holly S Meyer, Uniformed Services University of the Health Science

Dr. Holly Meyer is an Associate Professor and Vice Chair of Student Affairs in the Department of Health Professions Education at the Uniformed Services University(USU). She has a PhD in Interdisciplinary Learning and Teaching from the University of Texas, San Antonio, emphasizing curriculum and instruction. Dr. Meyer has a strong background in leadership development, K-12 education, and program evaluation. Dr. Meyer’s research interests include leadership, curriculum development, instructional methods, assessment design, program evaluation, and educational theory.

Lauren A Maggio, University of Illinois College of Medicine

Lauren Maggio, PhD

Visiting Professor and Director of Research

Department of Medical Education

University of Illinois College of Medicine

Deputy Editor-in-Chief

Perspectives on Medical Education

Lakesha N Anderson, Uniformed Services University of the Health Science

Dr. LaKesha N. Anderson is Assistant Professor of Medicine in the Department of Health Professions Education (CHPE) at the Uniformed Services University (USU). Her research explores the intersections of communication and medicine with specific interests in women's health, family medicine, and rural health. She also explores physician education, medical knowledge acquisition, learner communities, and professional development. Dr. Anderson serves on the Editorial Boards of both Family Medicine and the Journal of Communication Pedagogy and reviews for a number of public health, medicine, communication, and education journals. Prior to joining CHPE-USU, she served as Associate Professor of Obstetrics and Gynecology at the Medical College of Georgia and Educational Researcher in MCG’s Educational Innovation Institute. Other previous roles include Director of Academic and Professional Affairs at the National Communication Association and Assistant Professor of Communication at Indiana State University.

Dr. Anderson earned her PhD in Communication, with a specialization in Health and Strategic Communication, from George Mason University.

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