We are in our blog mini-series of faculty using coaching skills.  A couple of weeks ago, we walked through an overview of and covered the first, Creating a Safe Space, followed by last week’s Deep Listening and Developing Awareness. This week, we will take a deeper dive on the skill Partnering to Define and Design Progress.   

I want to offer that not every situation calls for a coaching approach. It will often still serve you and the trainee best to take the expert advice-giving faculty member...

We are continuing to unpack coaching skills for faculty. Two weeks ago, we covered how faculty taking a coaching approach differs from physician coaching. Last week, we walked through a coaching approach for faculty to consider when working with residents on their individualized learning plans (ILP). Today, I hope to offer you an overview of the coaching skills to incorporate as faculty and then dive into the first — Creating a Safe Space.

The great news is that most of you as faculty (physicia...

As I end the physician coaching series to focus on faculty, I want to continue the conversation from last week about faculty taking a coaching approach in their roles. Today, I’ll touch on individualized learning plans (ILP). 

The ACGME’s more recent standards for programs to train residents under a Competency-Based Medical Education model require that an ILP “should be formulated by the learner, include personal learning objectives, and identify resources and strategies to achieve them. Whi...

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