[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Archive::
For Authors::
For Reviewers::
Principles of Transparency::
Contact us::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 11, Issue 1 (March-April 2018) ::
Educ Strategy Med Sci 2018, 11(1): 82-91 Back to browse issues page
Identifying and Validating the Components of the Coaching Skill among Faculty Members of Medical Sciences University of Isfahan
Mohammad Mohammadisadr1 , Seyed Ali Siadat 2, Reza Hoveida1
1- Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2- Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran , s.a.siadat@edu.ui.ac.ir
Abstract:   (4919 Views)
Introduction: Coaching can be introduced as a new approach for individual professional development and education. Coaching skills are the important part in the approach. Coaching skills are needed Because of clinical and fields nature in medical sciences. Therefore, the study aim was identify and validate of coaching skill components among Faculty members of Medicine Sciences University.
Methods: Research method was mixed method (qualitative and quantitative). For qualitative Part, 17 persons were selected and reviewed among faculty members of Medical Sciences University of Isfahan by Network of Specialists and For quantitative assessment, participants were chosen 157 persons among faculty members at medical sciences university of Isfahan in 2016-2017 randomly. Data were analyzed by using PLS software.
Results: By analyzing the qualitative data, eight components of coaching skills were adjusted and then their validation was done in the quantitative part. The Cronbach's alpha and the combined reliability of the eight components were above 0.70, and the convergent validity criterion was higher than 0.50 for the eight components which indicated the correlation of the construct of coaching skill with its components. These components are: question& answer, listening, individual and position evaluation, feedback, collaboration and interaction, flexibility, emotional stability.
Conclusions: The results showed that there were eight components of coaching skill among faculty members of Medical Sciences University of Isfahan which they need to coach for influencing more in education.
Keywords: Coaching, Coaching Skill, Faculty Members, Medical Sciences
Full-Text [PDF 982 kb]   (2108 Downloads)    
Article Type: Original Research | Subject: Student Interaction with Education
Received: 2017/08/2 | Accepted: 2017/10/3 | Published: 2018/04/21
References
1. Whitten DL. Mentoring and Work Engagement for Female Accounting, Faculty Members in Higher Education. Mentor Tutor Partnersh Learn. 2017;24(5):365-82. [DOI:10.1080/13611267.2016.1275391]
2. Nicholls G. Professional development in higher education: New dimensions and directions: Routledge; 2014.
3. Ebrahimi S, Kojuri J. Assessing the impact of faculty development fellowship in Shiraz University of Medical Sciences. Arch Iran Med. 2012;15(2):79-81. [PMID]
4. Vosoogh Moghaddam A, Damari B, Alikhani S, Salarianzedeh M, Rostamigooran N, Delavari A, et al. Health in the 5th 5-years Development Plan of Iran: main challenges, general policies and strategies. Iranian J Public Health. 2013;42(1):42. [PMID] [PMCID]
5. Lankarani KB, Alavian SM, Peymani P. Health in the Islamic Republic of Iran, challenges and progresses. Med J Islam Repub Iran. 2013;27(1):42-9. [PMID] [PMCID]
6. Kiguli-Malwadde E, Kijjambu S, Kiguli S, Galukande M, Mwanika A, Luboga S, et al. Problem Based Learning, curriculum development and change process at Faculty of Medicine, Makerere University, Uganda. Afr Health Sci. 2006;6(2):127-30. [PMID] [PMCID]
7. Chan EA. Reflecting on the essence of our problem-based learning discussions: the importance of faculty development and our continuous quest for applications of problem-based learning. Kaohsiung J Med Sci. 2009;25(5):276-81. [DOI:10.1016/S1607-551X(09)70074-9]
8. Butlin H, Salter KL, Williams A, Garcia C. PracticeCALM: Coaching Anxiety Lessening Methods for Radiation Therapists: A Pilot Study of a Skills-Based Training Program in Radiation Oncology. J Med Imaging Radiat Sci. 2016;47(2):147-54.e2. [DOI:10.1016/j.jmir.2015.12.002]
9. Côté J, Gilbert W. An Integrative Definition of Coaching Effectiveness and Expertise. Int J Sports Sci Coach. 2009;4(3):307-23. [DOI:10.1260/174795409789623892]
10. Gallucci C, Van Lare MD, Yoon IH, Boatright B. Instructional Coaching. Am Educ Res J. 2010;47(4):919-63. [DOI:10.3102/0002831210371497]
11. Woulfin S. Charting the Research on the Policies and Politics of Coaching. Educ Policy Anal Arch. 2014;22:50-7. [DOI:10.14507/epaa.v22n50.2014]
12. Hargreaves A, Dawe R. Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teachi Teach Educ. 1990;6(3):227-41. [DOI:10.1016/0742-051X(90)90015-W]
13. Erickson JI, Duffy ME, Gibbons MP, Fitzmaurice J, Ditomassi M, Jones D. Development and psychometric evaluation of the Professional Practice Environment (PPE) scale. J Nurs Scholarsh. 2004;36(3):279-85. [DOI:10.1111/j.1547-5069.2004.04050.x] [PMID]
14. Salter T. Equality of mentoring and coaching opportunity: making both available to pre-service teachers. Int J Mentor Coach Educ. 2015;4(1):69-82. [DOI:10.1108/IJMCE-08-2014-0031]
15. Clutterbuck D, Megginson D. Making coaching work: Creating a coaching culture: CIPD Publishing; 2005.
16. Balmer D, Serwint JR, Ruzek SB, Ludwig S, Giardino AP. Learning behind the scenes: perceptions and observations of role modeling in pediatric residents' continuity experience. Ambul Pediatr. 2007;7(2):176-81. [DOI:10.1016/j.ambp.2006.11.005] [PMID]
17. Locken T, Norberg H. Reduced anxiety improves learning ability of nursing students through utilization of mentoring triads. J Nurs Educ. 2005;48(1):17-23.
18. Steinert Y, Cruess RL, Cruess SR, Boudreau JD, Fuks A. Faculty development as an instrument of change: a case study on teaching professionalism. Acad Med. 2007;82(11):1057-64. [DOI:10.1097/01.ACM.0000285346.87708.67] [PMID]
19. Magen E, DeLisser HM. Best practices in relational skills training for medical trainees and providers: an essential element of addressing adverse childhood experiences and promoting resilience. Acad Pediatr. 2017;17(7):S102-S7. [DOI:10.1016/j.acap.2017.03.006] [PMID]
20. Abay ES, Turan S, Odabasi O, Elcin M. Who Is the Preferred Tutor in Clinical Skills Training: Physicians, Nurses, or Peers? Teach Learn Med. 2017;29(3):247-54. [DOI:10.1080/10401334.2016.1274262] [PMID]
21. Cross WM, Moore AG, Sampson T, Kitch C, Ockerby C. Implementing clinical supervision for ICU Outreach Nurses: a case study of their journey. Aust Crit Care. 2012;25(4):263-70. [DOI:10.1016/j.aucc.2012.01.004] [PMID]
22. Wilson J, Gislason M. Coaching skills for nonprofit managers and leaders: developing people to achieve your mission: John Wiley & Sons; 2009.
23. Fullan M, Knight J. Coaches as system leaders. Educ Leadersh. 2011;69(2):50-3.
24. Heeneman S, de Grave W. Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis. Med Teach. 2017;39(4):368-76. [DOI:10.1080/0142159X.2017.1286308] [PMID]
25. Truijen KJP, van Woerkom M. The pitfalls of collegial coaching. J Workplace Learn. 2008;20(5):316-26. [DOI:10.1108/13665620810882923]
26. Pololi LH, Frankel RM. Humanising medical education through faculty development: linking self-awareness and teaching skills. Med Educ. 2005;39(2):154-62. [DOI:10.1111/j.1365-2929.2004.02065.x] [PMID]
27. Marsh JA, Sloan McCombs J, Martorell F. How Instructional Coaches Support Data-Driven Decision Making. Educ Policy. 2009;24(6):872-907. [DOI:10.1177/0895904809341467]
28. Henochowicz S, Hetherington D. Leadership coaching in health care. Leadersh Organ Dev J. 2006;27(3):183-9. [DOI:10.1108/01437730610657703]
29. Neily J, Mills PD, Lee P, Carney B, West P, Percarpio K, et al. Medical team training and coaching in the Veterans Health Administration; assessment and impact on the first 32 facilities in the programme. Qual Saf Health Care. 2010;19(4):360-4. [DOI:10.1136/qshc.2008.031005] [PMID]
30. Johnson RB, Onwuegbuzie AJ. Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educ Res. 2016;33(7):14-26. [DOI:10.3102/0013189X033007014]
31. Hanson WE, Creswell JW, Clark VLP, Petska KS, Creswell JD. Mixed methods research designs in counseling psychology. J Counsel Psychol. 2005;52(2):224-35. [DOI:10.1037/0022-0167.52.2.224]
32. Creswell JW, Klassen AC, Clark VLP, Smith KC. Best practices for mixed methods research in the health sciences. Maryland: National Institutes of Health; 2011. [DOI:10.1037/e566732013-001]
33. Palinkas LA, Horwitz SM, Green CA, Wisdom JP, Duan N, Hoagwood K. Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Adm Policy Ment Health. 2015;42(5):533-44. [DOI:10.1007/s10488-013-0528-y] [PMID] [PMCID]
34. Teddlie C, Tashakkori A. A general typology of research designs featuring mixed methods. Res Sch. 2006;13(1):12-28.
35. Bernard HR. Research methods in anthropology: Qualitative and quantitative approaches: Rowman & Littlefield; 2017.
36. Holland PW, King BF, Thayer DT. The standard error of equating for the kernel method of equating score distributions. ETS, 1989 2330-8516 Contract No.: 1.
37. Bland JM, Altman DG. Statistics notes: Cronbach's alpha. BMJ. 1997;314(7080):572-. [DOI:10.1136/bmj.314.7080.572]
38. Barclay G, Tavares C. International comparisons of criminal justice statistics 2000. London: Home Office; 2002.
39. Fornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Market Res. 1981:39-50. [DOI:10.2307/3151312]
40. Friesen S. Galileo Educational Network: Creating, Researching, and Supporting 21st Century Learning. Educ Can. 2009;49(5):7-9.
41. Passmore J. A grounded theory study of the coachee experience: The implications for training and practice in coaching psychology. Int Coach Psychol Rev. 2010;5(1):48-62.
42. Collins L, Carson HJ, Collins D. Metacognition and Professional Judgment and Decision Making in Coaching: Importance, Application and Evaluation. Int Sport Coach J. 2016;3(3):355-61. [DOI:10.1123/iscj.2016-0037]
43. Crawford A, Zucker T, Van Horne B, Landry S. Integrating Professional Development Content and Formative Assessment with the Coaching Process: The Texas School Ready Model. Theory Pract. 2016;56(1):56-65. [DOI:10.1080/00405841.2016.1241945]
44. Buchanan DA, Huczynski AA. Organizational behaviour: Financial Times Prentice Hall; 2010.
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Mohammadisadr M, Siadat S A, Hoveida R. Identifying and Validating the Components of the Coaching Skill among Faculty Members of Medical Sciences University of Isfahan. Educ Strategy Med Sci 2018; 11 (1) :82-91
URL: http://edcbmj.ir/article-1-1301-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 11, Issue 1 (March-April 2018) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.05 seconds with 37 queries by YEKTAWEB 4645