| Unit name | Coaching and Mentoring in the Health Professions (Unit 219) |
|---|---|
| Unit code | MEEDM0013 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Fowler |
| Open unit status | Not open |
| Pre-requisites |
None. |
| Co-requisites |
None. |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
Skills in Coaching and Mentoring are becoming ever more in demand in many walks of life. This is also reflected in a significant growth in publications and research evidence. The unit will introduce the practice and theory of Coaching and Mentoring so that you can apply it to your work in health professional education. The Unit will be run as a combination of workshops and blended learning.
Workshops: two full day workshops, either consecutive days or less than a month apart, will form the basis of the contact time, teaching and skills development. The tutors will introduce relevant theory and the models and frameworks to be used on the Unit as well as examples from their own practice and experience. As a learner you will explore the history and current uses of Coaching and Mentoring in health professional education and other relevant settings. You will apply the skills, models and frameworks used in Coaching and Mentoring to contexts relevant to your work as health professionals. You will also discuss the benefits, limits, ethics and pitfalls of Coaching and Mentoring for supporting education in the health professions.
Blended learning: through reading, online searching / tasks and in the writing of a reflective assignment you will analyse and reflect upon the benefits, limits, ethics and pitfalls of Coaching and Mentoring for supporting education in the health professions. The assignment will help you apply the skills, models and frameworks used on the Unit to real life contexts in your workplace and to demonstrate the understanding you have gained of the history, theory, actual and potential uses of Coaching and Mentoring in health professional education.
Purpose of the Unit: To introduce the learner to the practice, theory and evidence base of Coaching and Mentoring so that they can apply it to their work in health professional education.
Unit Aims • The Unit will introduce the learner to the history, evidence base and current uses of Coaching and Mentoring in health professional education and other relevant settings. • Learners will explore skills, models and frameworks used in Coaching and Mentoring in order to apply these to contexts relevant to their work as health professionals. • Learners will discuss, analyse and reflect upon the benefits, limits, ethics and pitfalls of Coaching and Mentoring for supporting education in the health professions.
1. Explain the history, current uses and potential uses of Coaching and Mentoring in health professional education and other relevant settings. 2. Apply relevant models/frameworks used in Coaching and Mentoring in contexts relevant to their work as health professionals. 3. Critically appraise Coaching and Mentoring theory and evidence base for their efficacy. 4. Develop further the skills they have already as health professionals to apply these in Coaching and Mentoring situations. 5. Analyse the benefits, limits, ethics and pitfalls of Coaching and Mentoring for supporting education in the health professions. 6. Reflect upon their own communication styles in relation to Coaching and Mentoring. 7. Evaluate situations in order to judge when Coaching and Mentoring are appropriate and when to refer individuals to other processes or services.
The teaching methods will comprise a mix of pre-course reading, e-learning and face to face opportunities including discussion, seminar and small group activities. The workshops will be a mix of skill-based activities and introductions to theoretical frameworks.
The assessments will together comprise 4,000 words or equivalent in other media.
Formative assessment: feedback on workshop tasks and other activities during the unit workshops and study time.
Summative assessment: project report based on the application of the content of the unit and the frameworks and techniques covered (100%). This report may incorporate but not be limited to any of the following content in order to allow the learner to demonstrate the learning outcomes of the Unit: reflection on current Coaching and Mentoring practice, summary transcript(s)/analyses of Coaching and Mentoring experiences/practice, reflection on changes in Coaching and Mentoring practice.
Because of the diverse nature of the health professions and specialties from which participants are drawn, specific titles would be too restrictive and instead need to be set after discussion between the tutors based on their knowledge of the group and the subject material.
Foster-Turner, J. (2006). Coaching And Mentoring in Health And Social Care: The Essentials of Practice for Professionals And Organizations. Abingdon: Radcliffe Publishing.
Grant, A. M., Passmore, J., Cavanagh, M. J., & Parker, H. M. (2010). The state of play in coaching today: A comprehensive review of the field. In G. P. H. J. K. Ford (Ed.), International review of industrial and organizational psychology 2010 (Vol 25) (pp. 125-167). Wiley-Blackwell: Wiley-Blackwell.
Hay, J. (1999). Transformational Mentoring. Watford: Sherwood Publishing.
Launer, J. (2010). Supervision, Mentoring and Coaching. In Understanding Medical Education (pp. 111-123): Wiley-Blackwell.
Parsloe, E., & Leedham, M. (2009). Coaching and Mentoring 2th ed. GB: Kogan Page Ltd.
SCOPME (1998). Supporting doctors and dentists at work: an enquiry into mentoring (No. ISBN 1 873436 31 9). London: Standing Committee on Postgraduate Medical and Dental Education.
