Mentoring & Coaching In Healthcare Education Assignment Sample

Developing a Teaching Session: Mentoring & Coaching In Healthcare Education

A. Description of your learners and the teaching setting 

The training session takes place within a specialized learning space that features modern audiovisual technology in a hospital seminar room. This specific environment promotes productive conversations as well as skills education and reflective learning to develop students in both professional and comfortable environments (Kaimara et al., 2021). The medical education facility using state-of-the-art audiovisual technology supports both real presence shares and virtual participation throughout the session.

Learners

Medical residents together with nursing staff and allied health educators who differ in their professional advancement join this program. According to the Dreyfus Model of Skill Acquisition, they range from: Novice to Proficient practitioner. Mentoring for novices starts with predefined benchmarks. Practical expertise enables advanced beginners to identify contextual differences, but they do not understand conceptually at an advanced beginning level. Effective planning and decision-making process by competent practitioners for skill development. Proficient practitioners do understand situations, tweaking and updating accustomed procedures to help students learn and grow.

B. Educational Strategy for your teaching session

This session focuses on cognitive, affective and psychomotor domains of learning by developing SMART outcomes. Students will learn the mentoring-coaching differences (cognitive) through seminar discussions and casework, discover the usefulness of mentoring (affective) through journaling, and learn the structured feedback methodologies like the SBI model (psychomotor), which in turn will be examined by the remaining three taxonomical categories using role-plays and observation checklists (Elendu et al., 2024).

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C. Constructive alignment Underpinning Educational Strategy

According to Biggs, Constructive Alignment means that the learning objectives of the session, the teaching methods as well as the assessment procedures are aligned in a logical way to contribute to effective learning in the classroom (Hamdoun, 2023). This alignment is necessary for responding to multiple demands of several types of healthcare personnel and providing an opportunity to fulfil the goals of the session.

Alignment of Learning Outcomes, Activities, and Assessments

The SMART learning outcomes target the cognitive, affective, and psychomotor domains:

• Cognitive Domain: Mentoring and coaching are differentiated by three aspects, and learners will learn to understand the difference between these three. They'll be covered through lectures that give an overview of what they'll be talking about, and allow for subgroups to discuss and ask questions after that. They will be assessed on case-based written answers testing the clarity and application of their knowledge.
• Affective Domain: Learners will justify the significance of the partnership between a mentor and a mentee. Writing a personal diary and narrating their experiences relate the learners to the emotional aspect of mentoring. Journals are checked to evaluate emotional understanding.
• Psychomotor Domain: Mentoring scenarios will also involve the application of the SBI (Situation-Behavior-Impact) feedback model by the learners (Elendu et al., 2024). Using role-play with peer observation promotes the development of other practical skills. Observation checklists measure performance.
• Effective Use of the Learning Environment: The seminar room at the hospital is outfitted with state-of-the-art facilities for sound-video conferencing, allowing for a perception of the turnout, identified collaborations, and realistic rehearsal (Kaimara et al., 2021. The space encourages reflectiveness, realistic modelling, and role play, while also being professional, provided that learners do not feel too academic.
• Addressing Learner Diversity: In essence, the proposed session is in line with the Dreyfus Model of Skill Acquisition since it offers a learning approach that caters to all categories of learners, novice, advanced and proficient learners to benefit from properly structured activities that include the foundational instruction, contextual learning, and highly skilled practice (Zhang, 2023).

The blending of outcome, environment, and learner need keeps the focus holistic, providing the participants with the mental and practical tools they require to mentor and coach in healthcare education environments effectively.

D. Instructional method 

Case-Based Learning

The use of case-based learning can be problematic for learners as it could be more difficult for learners with little experience as they have to iterate between the conceptual and realistic cases learnt (Cen et al., 2021). Newcomers to a particular field may be under pressure when they are expected to review and make conclusions based on cases that need to go through value-added solutions.

Evidence-Based Approach to Addressing the Challenge

• Scaffolded Learning: Research has shown that when cases are split into smaller, more manageable parts, it assists the learners in gradually gaining knowledge of analysis techniques (Burgess et al., 2021). This approach also helps novice clients by simplifying the experience and facilitating more recognition of the subject at hand.
• Guided Facilitation: The goal of assessment is that instructors facilitate the learners' going through the case analysis process. Encouraging questions and feedback facilitates understanding of how concepts learned in class can be practised and assists in drawing out problem-solving techniques (Donkin et al., 2023).
• Collaborative Learning: The sessions promote peer education, where learners can reason together, clarify their understanding, and enhance their evaluation capabilities. This shows that collaborative learning improves problem-solving skills and self-confidence (Elendu et al., 2024).

These approaches make certain that learners enumerate both the conceptual and applied proficiencies when confronted with a complicated case in health professions education.

Evidence-Based Reflection

In the university, the assignment of participating in the training session which includes the audio-visual equipment used in the health platform significantly improves the oral knowledge about doctorship and its impact on the patient. The training session is held in a hospital seminar room, a dedicated learning environment with state-of-the-art audiovisual equipment. This particular setting encourages fruitful discussions, skill development, and reflective learning to help students grow in settings that are both comfortable and professional (Thomas et al., 2024). Throughout the session, both virtual and actual presence shares are supported by the medical education facility's cutting-edge multimedia equipment.

Biggs defines constructive alignment as the logical alignment of the lesson's learning objectives, instructional strategies, and evaluation protocols to support efficient classroom learning. Responding to the various needs of various kinds of healthcare workers and offering a chance to accomplish the session's objectives require this alignment. The logical alignment of the lesson learning objectives instructional strategies and evaluation procedures to promote effective classroom learning is known as constructive alignment according to Biggs. This alignment is necessary to meet the goals of the session and to address the diverse needs of different types of healthcare workers.

The evidence-based approach is significantly shown in the overall training session which includes the process of addressing the challenges through various methods such as “guided facilitation, collaborative learning” and many more. The major factor was “Scaffolded Learning”. It includes Studies that have indicated that breaking down situations into smaller, easier-to-manage components helps students acquire analysis procedures over time. By making things easier and encouraging greater awareness of the topic, this method also benefits new clients (Fitria, 2023). On the other hand, The purpose of assessment is to help teachers guide students through the case analysis process. Promoting inquiries and comments helps students grasp how to apply things they have learnt in class and helps them develop their problem-solving skills. Peer education is encouraged during the sessions, allowing students to collaborate on reasoning, elucidate their comprehension, and improve their assessment skills. This demonstrates how group learning enhances confidence and problem-solving abilities.

In addition to having a work-life balance, the university's active learning classrooms also feature small-group instruction where teachers can instruct students on particular subjects. Students can also learn how to ask constructive questions of higher-ups. "Clinical teaching" is one of my biggest challenges in that learning environment.

Challenges posed by Health Professions Education learning environments

In the initial year of the university, the major knowledge about the health professional course comes from active learning classrooms. Participating in the active learning classroom was one of the significant factors that helped me to improve the quality of learning. It engages the students with their professional identity as well as a better environment in which they can showcase their understanding and questions about a topic. In the university, the active learning classrooms are designed with a work-life structure in which the students can also understand the constructive questions needed to ask the higher official as well as include small group teaching where specific topics can be taught by the teacher to the students. In that learning environment, one of the major challenges for me is “clinical teaching”.

Clinical teaching aspects majorly include one of the significant problems such as bullying and harassment. Gender discrimination, halogen over race, class and economic structure the common factors among universities surrounding the world. It can significantly reduce the oral quality of the teaching. Due to the lack of supervision, students can also start to reduce their connection with the higher authority which includes the concept of “Poor role models” (Rezaei et al., 2024).

The goal for your Professional Development with a SMART Action item

Throughout the course, I have learnt about different types of aspects of Health and professional education which will eventually help different individuals with their health issues and provide them with the perfect solution for a better and happier lifestyle. On the other hand, Research and analytical skills also help me to work on the improvement and justified argument in the projects. However one of the major challenges was a lack of critical thinking skills and time management skills. Due to my lack of physical thinking skills it becomes difficult for me to collaborate in a complex situation. On the other hand, lacking time management skills reduces my capacity to provide the task in the given headline.

Table 2: SMART Objectives

Learning outcomes

Through completing this module, learners will learn to distinguish between mentoring and coaching in the context of health professions education by identifying three key aspects. Finally, they will tell us why mentoring relationships are important for professional and emotional growth. Finally, learners will be shown how to deploy the SBI (Situation-Behavior-Impact) feedback model within a structured mentoring situation. These outcomes meet cognitive, affective and psychomotor learning domain alignment to constructively aligned outcomes. This module will enable learners to accomplish and meld teaching objectives, instructional methods, and assessment strategies into their own mentoring and coaching capacity for health professionals' education.

References

• Burgess, A., Matar, E., Roberts, C., Haq, I., Wynter, L., Singer, J., Kalman, E. and Bleasel, J., 2021. Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC Medical Education, 21(1), p.238. https://link.springer.com/content/pdf/10.1186/s12909-021-02638-3.pdf
• Cen, X.Y., Hua, Y., Niu, S. and Yu, T., 2021. Application of case-based learning in medical student education: a meta-analysis. European Review for Medical & Pharmacological Sciences, 25(8). https://www.europeanreview.org/wp/wp-content/uploads/3173-3181-1.pdf
• Donkin, R., Yule, H. and Fyfe, T., 2023. Online case-based learning in medical education: a scoping review. BMC Medical Education, 23(1), p.564. https://link.springer.com/content/pdf/10.1186/s12909-023-04520-w.pdf
• Elendu, C., Amaechi, D.C., Okatta, A.U., Amaechi, E.C., Elendu, T.C., Ezeh, C.P. and Elendu, I.D., 2024. The impact of simulation-based training in medical education: A review. Medicine, 103(27), p.e38813. https://journals.lww.com/md-journal/fulltext/2024/07050/the_impact_of_simulation_based_training_in_medical.22.aspx
• Fitria, T.N., 2023. Augmented reality (AR) and virtual reality (VR) technology in education: Media of teaching and learning: A review. International Journal of Computer and Information System (IJCIS), 4(1), pp.14-25. https://www.ijcis.net/index.php/ijcis/article/view/102
• Hamdoun, W.M.A., 2023. Constructive alignment approach: Enhancing learning and teaching. British Journal of Multidisciplinary and Advanced Studies, 4(2), pp.162-170. https://bjmas.org/index.php/bjmas/article/download/402/917
• Hristov, S., Nakov, D. and Miočinović, J., 2023. Constructive alignment between objectives, teaching and learning activities, student competencies and assessment methods in higher education. Journal of Agriculture and Plant Sciences, 21(2), pp.21-36. https://eprints.ugd.edu.mk/33242/1/5945-Article%20Text-11181-3-10-20240116.pdf
• Kaimara, P., Deliyannis, I., Oikonomou, A. and Fokides, E., 2021. Waking up in the morning (WUIM): A smart learning environment for students with learning difficulties. https://www.mdpi.com/2227-7080/9/3/50/pdf
• Rezaei, S., Chehri, A., Sadat Hosseini, S., Arefi, M. and Amiri, H., 2024. A Neural Network Model of Risk and Protective Factors for Poor Sleep Quality in Healthcare Providers: Role of Aggression and Self-regulation. International Journal of Health Studies.
• Sari, R., Sumarmi, S., Astina, I., Utomo, D. and Ridhwan, R., 2021. Increasing students critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning (iJET), 16(3), pp.4-19. https://www.learntechlib.org/p/219033/
• Thomas, A., Bleasdale, C., Clifton, G. and Glover, A., 2024. Professional conversations: Improving practice through collaborative reflection. https://oro.open.ac.uk/99665/
• Yeh, Y.C., 2022. Student satisfaction with audio-visual flipped classroom learning: a mixed-methods study. International journal of environmental research and public health, 19(3), p.1053. https://www.mdpi.com/1660-4601/19/3/1053/pdf
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• Zhang, F., 2023. The Social Nature of Skills: Beyond Dreyfus’ Skill Model. Technology and Language, 12(3), pp.130-140. https://soctech.spbstu.ru/userfiles/files/articles/2023/3/130-140.pdf