SHM Converge Scientific Abstract ePoster Gallery-Building Mastery as Teaching Hospitalists Through an Intensive Coaching Program

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The document describes the Master Educator Coaching Program (MECP), an intensive “edu-coaching” initiative launched in the 2023–2024 academic year to help early-career inpatient teaching attendings develop mastery in clinician-educator skills. The program was designed for junior hospitalists who must quickly balance patient care, supervision, autonomy, and teaching multiple learners.<br /><br />Six senior attending “edu-coaches” were paired with five “edu-coachees” (two chief residents and three hospital medicine fellows). Before each inpatient teaching block, the pairs met to review goals and preferences. The coaches also used a shared framework of seven best-practice domains for inpatient teaching. During a 9–10 day block, coaches observed clinical care, learner interactions, and teaching rounds, with daily debriefs to reflect, discuss progress, and provide feedback. The pairs had matched clinical schedules, and coaches met regularly with each other to share experiences. Pre- and post-program surveys measured goals, challenges, confidence, and perceived impact.<br /><br />Evaluation found that the program increased junior attendings’ confidence and reported skills, especially in providing feedback, adjusting autonomy and supervision, developing habits of reflection and deliberate practice, and clinical teaching. Reflections from senior attendings highlighted that the experience gave them fresh insight into junior attendings’ challenges, expanded their observation and feedback strategies, and prompted them to think more deeply about autonomy and relinquishing unnecessary feedback. They also emphasized the value of the longitudinal relationship, which allowed for stronger trust and deeper coaching.<br /><br />Overall, the program was viewed as highly impactful and transformative, with both junior and senior participants describing meaningful learning over a short period of time. The authors conclude that a structured, intensive coaching model grounded in best practices can quickly build confidence and teaching skill in new inpatient teaching attendings.

Asset Subtitle

Nancy Choi

Meta Tag

Author List Andrew R. Lai, Bradley A. Sharpe, Bradley Monash, Lynnea Mills, Margaret C. Fang, Michelle Mourad, Nancy Choi

Category Innovations

Concept Co-Attending Coaching Program

Concept Inpatient Teaching

Concept Educational Coaching

Concept Feedback

Concept Confidence

Distinguished Non-Finalist

Presenter Organization Ucsf

Presenting Author Nancy Choi

Track Education

Keywords

Master Educator Coaching Program

MECP

edu-coaching

inpatient teaching

junior hospitalists

clinician-educator skills

feedback

autonomy and supervision

deliberate practice

teaching attendings

Co-Attending Coaching Program

Inpatient Teaching

Educational Coaching

Feedback

Confidence