Evaluating the referred students’ coaching programme through student surveys

Abstract

Background: Students completing a healthcare degree can experience difficulties, both academic and non-academic. Early intervention for struggling students may present an opportunity for remediation. Students may be coached in academic performance, clinical communication, values-based learning and development of professional identity The referred students’ coaching programme at the University of Birmingham is a unique offering, encompassing eight different healthcare programmes. Referrals can be triggered by academic performance and ‘concern forms’ by stakeholders. Concerns by referrers include exam failure, performance anxiety, lack of confidence, poor team and/or patient/public communication or inadequate self-presentation as well as issues with attitudes/values, study methods, organisation, writing, language, motivation and conduct. Each student referred to the programme receives a bespoke coaching service. Sessions may include role play, narrative reflection, review and revision of academic work, structured feedback and signposting of resources. Methods and analysis: A qualitative evaluation is carried out of students referred to the Interactive Studies Unit at the University of Birmingham for coaching support with language, communication and professional development. This evaluation explores the experiences of referred students via qualitative surveys. The results are examined using thematic analysis and corpus linguistics. There is a minimum target of 15 participants. Dissemination: The findings will be published and shared internally for training and internal process improvement purposes.