Coaching and Mentoring at a distance Kira Zwygart, MD, FAAFP Eric Bean, DO, MBA, FACEP

Objectives Explain the need for coaching and/or mentoring in a variety of organizational settings. Discuss the benefits and challenges of coaching and/or mentoring at a distance. Apply strategies to communicate effectively at a distance.

Overview Distance Learning History and Trends Coaching/Mentoring Why we do it What we have learned How you can apply it Brainstorming session Report out

Distance Learning History Distance learning has been around since the 1800s. England, Japan and Germany embraced distance learning programs first. A decade later distance learning came to the US. Initial methods: correspondence; little interaction between learner and instructor (The Journal, 99).

Distance Learning History 1969 - introduction of both visual and audio teaching options Television and radio Telephone tutors for individual or group teaching 1980s - more than 300,000 students in the US enrolled in distance learning programs (The Journal, 99)

Distance Learning Trends Today most universities offer distance learning Undergraduate degrees Graduate degrees Doctorate degrees Certificate programs More areas of distance learning added every year

Distance Education - learners Students in distance learning programs are typically non-traditional Older adults Self-directed learners Driven by a “need to know” mentality Internally motivated and driven Educators must adapt their teaching methods More engagement required (Karge, Phillips, Dodson, & McCabe, 2011)

Distance Education - teachers Characteristics of successful educators Respect student remain open to feedback create an environment that fosters discussion and active learning Implement authentic learning tasks within the online environment

Coaching and advising Our Program Collaboration of USF and LVHN First two years in FL, last two years in PA Longitudinal education across both campuses Coaching and Advising within USF program Coach Work with someone to help build skills Provide feedback and encourage self-assessment Help develop new goals to advance skills Focus on personal growth at a time of tremendous maturation and change Advisor Work with someone to help advance one’s work product/position Provide advice about career goals, next steps for progression in school and beyond Provide resources for academic progress

Coaching Our Group formation Benefits: Faculty Students Two perspectives/approaches for each learner Opportunities to talk with someone in the midst of things and someone removed Partner communication to share ideas about helping learners At a distance the observation perspective is different Cost and time savings

Coaching Challenges: Distance – starting to form a connection Technology May miss subtle body language clues Collaboration between fellow coaches -Educators must also be able to establish a personal connection with distance learning students -Online instructors must also be able to collaborate with one another, this can be a difficult task as many online educators do not have interaction the way on campus instructors do.

Coaching Why we do it With student education occurring in two locations it provides a smooth transition The process of going from a student to a physician take four years and the stages of progression align with our education and goals Improved collaboration and integration between two campuses separated by 1,000 miles

Coaching What we learned The students crave personal development The coaching/mentor relation for their personal development mimics medical education in the hospital The coaches’ styles differences are vital in showing the student different perspectives MBTI Communication and conflict styles The faculty themselves find it very rewarding

Coaching and Mentoring How can you apply it? Now it is your turn Small Group Activity: Now that we have discussed challenges, let’s brainstorm methods to improve effectiveness (20 minutes) Report out

Final Comments

Thank You

References Smith, A.B., LaRock, M., and Zwygart, K. K. (2016).  It’s All About Relationships – Teaching From a Distance.  Medical Science Educator.  26(2), 195-198. DOI 10.1007/s40670- 016-0231-1.  Bond, W, Biery, N., and Smith, A.  (2015). Using Telemedicine Technology  to Assess Physician Outpatient Teaching.  (HRSA- 10-241 Physician Faculty Development in Primary Care). Accepted for publication in Family Medicine.

References Sampson, N. (2003). Meeting The Needs Of Distance Learners. Language Learning & Technology, 7(3), 103-118. The Journal. (1999). The Origins Of Distance Education and Its Use In The United States. The Journal: Transforming Education Through Technology. Retrieved from http://thejournal.com/Articles/1999/09/01/The-Origins-of- Distance-Education-and-its-use-in-the-United- States.aspx?Page=1

References Karge, B.D., Phillips, K.M., Dodson, T.J., & McCabe, M. (2011). Effective Strategies For Engaging Adult Learners. Journal of College Teaching & Learning, 8(12), 53-56. Mandernach, B.J. (2009). Effects of Instructor-Personalized Multimedia in the Online Classroom. The International Review of Research in Open and Distance Learning, 10(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/606/1263