Key features of the coaching role~(27)~(,)~(28) include mutual orientation toward growth and development, shared reflection on performance and feedback, and a willingness to view failure as a catalyst for learning.~(29)~(,)~(30) Successful coaching entails (1) prompting reflection on performance informed by objective assessments; (2) partnering with learners to identify needs and incremental goals; (3) training learners in self-assessment and self-monitoring; and (4) jointly creating behaviorally based plans.~(31) Coaching is also iterative, and cycles of feedback and assessments should be aligned with milestone-based expectations for each year of training. Preparing struggling learners for this iterative process may help them maintain their sights on the goal of sustained high-level performance.~(12) Normalizing the value of coaching for all learners, not just struggling learners, is an important strategy that may facilitate receptiveness to feedback.~(32) The Table describes example manifestations of issues within each domain, linked to coaching strategies that CRs can rely on to address competency areas.
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