Journal of Continuing Education in the Health Professions (04/12/23) Bose-Brill, Seuli; Bardales, Cheryl; Anjum, Phillip; et al.

Researchers sought to investigate faculty coach professional development experiences within medical student coaching programs and formulate a preliminary framework for medical faculty coach professional development. They enlisted faculty portfolio coaches who completed four years of a longitudinal coaching program to participate in semi-structured exit interviews. Two analysts drafted a codebook of parent and child codes to highlight themes and compare them to a proposed professional development model. Fifteen of 25 qualifying coaches completed the interview. Several themes were identified in the broad categories of program-specific and career-relevant professional development. The researchers noted the themes of doing, modeling, relating, and hosting in the former category and advancement, meaning, and understanding in the latter. To further enhance coach professional development and create a framework based on the proposed model, the researchers then recommended strategies based on the themes within each domain. "Our work builds on established standards, expert opinion, and research responsible for portfolio coach professional development and competencies," they concluded. "Allied health institutions with portfolio coaching programs can apply the framework for professional development innovation."

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