Coaching and Mentoring Skills in Supervision

Code

MEDS4011

School

School of Medicine

Level

4

Credits

20

Semesters

Spring UK

Summary

This module examines the concepts of coaching, mentoring and supervision in medical or healthcare professions education. The module draws on insights from the broader literature in business, education, leadership, and psychology applied to a medical or healthcare professions education context. 
 
The module begins with discussion about coaching, mentoring and supervision within the various healthcare-related disciplines and in other professions. We then reflect on the values and beliefs held by students and teachers about coaching, mentoring and supervision across the various professions. The module develops to examine the way in which the values, beliefs and assumptions held by teachers, influence the experience of students receiving support in medical or healthcare professions education. 
 
There is a discussion about the influence that professional standards or regulatory frameworks governing each professional discipline have on the understanding of educators and students/trainees about the role of coaching, mentoring or supervision in an educational setting.  
 
 
The notion that individual coaching, mentoring or supervision relationships likely sit on a spectrum depending on the degree of directive or non-directive influence from each party and the degree to which the focus is on personal development or performance is also critically discussed. Settings in which students may find themselves in, such as ‘clinical supervision’, ‘educational supervision’, ‘careers counselling’, will provide the backdrop for further discussion and skills practice. 
 
The range of skills required for competence and proficiency in coaching, mentoring supervision will be introduced with opportunities for students to practice ‘active listening’, ‘skilled questioning’, and giving feedback. Thereafter, there is an opportunity for students to demonstrate these skills and critically reflect on their opportunity as part of their ongoing development in the expert various roles of a teacher.

Target Students

2.1 OR pass at MBBS Degree is in a medical or allied healthcare professions discipline subject and/or sufficient associated work experience. Students on the MMedSci, PGDip and PGCert Medical Education courses. PGCHE students Students proposed as suitable by the Head of School of Medicine

Classes

• One 8-hour seminar
• One 8-hour practicum
• One 8-hour practicum

Activities may take place every teaching week of the Semester or only in specified weeks.

Assessment

• 60% Practical 1: Practical Assignment - 2,500 words.
• 40% Practical 2: Reflection Assignment - 1,500 words.

Assessed by end of designated period

Educational Aims

Learning Outcomes

Learning objectives  
 
In  a medical or healthcare professions education context, students will gain knowledge and understanding of: 

• Coaching, mentoring and supervision as defined in healthcare and other disciplines such as business, education, leadership, management and psychology.
• The notion that individual coaching, mentoring or supervision conversations likely sit on a spectrum depending on the degree of directive or non-directive influence from each party and the degree to which the focus is on personal development or performance.
• The way in which the values and beliefs held by individuals influence their giving of and receiving of coaching, mentoring and supervision and can affect interpersonal dynamics in ‘helping conversations’.
• Practical skills - such as active listening, skilled questioning and giving feedback - required for undertaking coaching, mentoring or supervision conversations effectively. 

Learning Outcomes: 

By the end of the module, students will be able to:

• Critically apply knowledge gained in this module to consider how coaching and mentoring skills can be brought into helping conversations in healthcare professions education.
• Critically reflect on their own personal and professional development as a medical or healthcare professions educator.

Conveners

• Mrs Rebecca Mcconnell