3275 - Belonging: Meeting the Challenged Learner where they are and coaching them for success

Monday, April 25, 2022

10:00 AM – 11:30 AM US MT

Location: Convention Center: 111/113

CE: Live CME: 1.5

Course Number: 3275

Leader(s)

Deborah Rana, MD, MS (she/her/hers)

HS Associate Clinical Profesor
University of California San Diego
La Jolla, California, United States

Co-Leader(s)

JG

Joseph Gigante, MD

Professor
Vanderbilt University School of Medicine
Nashville, Tennessee, United States
Chris Peltier, MD (he/him/his)

Associate Professor of Clinical Pediatrics
General and Commuity Pediatrics
Cincinnati Children's Hospital Medical Center
Cincinnati, Ohio, United States

Participants should be aware of the following financial/non-financial relationships:

Deborah Rana, MD, MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Joseph Gigante, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Chris Peltier, MD, FAAP: ● Mead Johnson (Currently Ongoing) (Products/Services: Speaker Honorarium including speakers bureau, symposia, and expert witness)
● Proctor and Gamble (Currently Ongoing) (Products/Services: Advisory Committee)

Encountering challenged learners is an issue faced by many medical educators during their lifetime. This is not a topic often included in preceptor trainings. These students can end up being labeled as a problem without getting the help they need to function better in the clinical environment through accurate timely identification of learning challenges and feedback delivery. The goal of this workshop is to help preceptors recognize students who are challenged early in the rotation, do a needs assessment, practice feedback deliver and begin successful coaching strategies which facilitate building self-awareness and engagement in the learner. The facilitators who have presented the material at other national meetings, will guide the group to reflect on optimizing the learning environment for psychological safety through employing a growth mindset framework and applying self-compassion tools to planning the coaching encounter. The session will offer hands-on practice from diagnosis, to feedback delivery, and then to beginning the coaching process. Through large and small group discussion, role play, and case vignettes, clinician-educators at all levels can build confidence in this area through the development of a toolkit to assess, diagnosis and begin steps toward coaching these students for success.