Coaching as a Tool for Personal and Professional Development in a Problem-Based Learning (PBL) Medical Curriculum: A Qualitative Study

Abstract

Background: Coaching is a form of supervision which is about unlocking a person’s potential to maximize own performance. Recently, medical education has been bringing such one-to-one developmental activities to the fore. Objective: Is to explore opinions of experts and leaders in a PBL medical school about coaching as a method for students and faculty development. Methods: This is a qualitative study conducted in the Faculty of Medicine, Suez Canal University (FOM-SCU); a Problem-Based Learning (PBL) college in Egypt. A focus group discussion was conducted with 10 faculty members in the Medical Education Department. In addition, interviews were held with 5 faculty members in leadership positions. All sessions were audio recorded then transcribed verbatim. Data were organized around the themes: applications of coaching in medical education, potential benefits, expected outcomes and challenges. Results: Coaching is perceived as applicable within context of the PBL curriculum of FOM-SCU. To institute coaching as an efficient developmental tool, a lot of efforts are still indicated. Furthermore, coaching can comprise a set of other already existing developmental activities in the PBL curriculum. Resistance to change and lack of resources are the most anticipated challenges. Conclusion: Innovative curricula more receptive for coaching. The major against developing a coaching culture are resistance to change and shortage of financial resources.