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Mentoring alternatives: the role of peer relationships in career development. Acad Manag J ; Peer-mentored research development meeting: a model for successful peer mentoring among junior level researchers.

Peer mentorship for medical students and junior doctors. Med Teach ; The importance of mentoring for junior doctors. BMJ Careers 24 Focus Curriculum for Paediatric Training.

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Okereke CD, Naim M. Mentoring senior house officers. Is there a role for middle grade doctors? Emerg Med J ; Developing senior doctors as mentors: a form of continuing professional development. Report Of an initiative to develop a network of senior doctors as mentors: Med Educ ; Lingam S, Gupta R. Mentoring for NHS doctors: perceived benefits across the personal-professional interface.

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J R Soc Med ; Educational contracts in family medicine residency training. Can Fam Physician ; A descriptive, cross-sectional study of formal mentoring for faculty. Fam Med ; Formal mentoring programs : the relationship of program design and support to mentors' perceptions of benefits and costs. J Vocat Behav ; Taherian K, Shekarchian M. Mentoring for doctors. Do its benefits outweigh its disadvantages? Med Teach ;e Mentorship behaviors and mentorship quality associated with formal mentoring programs: closing the gap between research and practice.

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J ApplPsychol ; Pololi L, Knight S. Mentoring faculty in academic medicine. A new paradigm? J Gen Intern Med ; Effective faculty preceptoring and mentoring during reorganization of an academic medical center. Young G.

General practitioners 'experiences of patients' complaints. Mentoring should be more widespread.

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BMJ ; Receive free email alerts when new articles cite this article. Sign up in the box at the top right corner of the online article. Topic Articles on similar topics can be found in the following collections Collections Open access Peer mentoring: evaluation of a novel programme in paediatrics Academic research paper on " Clinical medicine ". Similar topics of scientific paper in Clinical medicine , author of scholarly article — S. Eisen, S. Sukhani, A. Brightwell, S. Stoneham, A. Long Mentoring programs for medical students - a review of the PubMed literature - What is already known on this topic?

Mentoring is a key tool for personal and professional development within the medical profession. Arch Dis Child ; Recruitment Peer mentees were randomly selected from applications open to all regional postgraduate trainees in their first year of paediatric training. Coaching as a leadership style: the art and science of coaching conversations for healthcare professionals.

Coaching for performance: the principles and practice of coaching and leadership.


The coaching habit: say less, ask more and change the way you lead forever. The coaching manual: the definitive guide to the process, principles and skills of personal coaching. Coaching on the go: how to lead your team effectively in 10 minutes a day. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Conclusions Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set.

To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees. Mentoring is a key tool for personal and professional development within the medical profession. The importance of peer mentoring has been recognised in academic medicine and to support newly qualified consultants and doctors in difficulty.

Although peer mentoring is a core skill specified in UK paediatric postgraduate training programmes, there are no such schemes within paediatrics described in the literature. The programme was highly valued by participants, who gained significant benefits, including acquisition of transferable skills and positive changes in behaviour. This programme offers a successful model that may be adapted elsewhere to provide peer mentoring to postgraduate doctors in training.

Mentoring is recognised as a key tool for personal and professional development within the medical profession. European Working Time Regulations have resulted in reduced and fragmented working hours for postgraduate trainees, including those in paediatrics.

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Therefore, sustained developmental relationships with experienced, trusted colleagues may be harder to establish, 7 and informal mentoring relationships less likely to develop. This need has been recognised by the Royal College of Paediatrics and Child Health, whose curriculum now requires postgraduate trainees to develop peer mentoring skills.

We developed an innovative regional peer mentoring programme. We aimed to assess demand for peer mentoring among junior postgraduate trainees and to evaluate benefits for both peer mentees and mentors. Peer mentees were randomly selected from applications open to all regional postgraduate trainees in their first year of paediatric training. Those not selected were invited to participate as control subjects, with access to standard care and support pathways available to all trainees, without allocation of a mentor. Senior postgraduate trainees in their last four years of paediatric training were recruited as peer mentors by anonymised competitive application.

Mentees selected their mentors from a choice of three pen-profiles. Matching within an organisation was avoided. Peer mentors undertook a 3-day coaching and mentoring course using an established model of coaching. This was followed by a workshop introducing paediatric-specific issues and available resources. Subsequent learning consisted of regular mentor—mentee meetings, completion of a reflective learning portfolio and attendance at facilitated Action Learning Sets, promoting development of a community of practice.

Mentors and mentees were briefed on the peer mentoring relationship and introduced at a social event. Training materials were developed, including information and resource packs, course materials and templates for development of a reflective learning portfolio. Training for all participants covered use of contracts, ethical guidelines and setting of agendas.

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All were provided with access to expert senior support. Peer mentors were advised to apply for mentorship themselves through an established local scheme. Questionnaires were completed anonymously by all participants, including control subjects, throughout the programme.

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The questionnaires, using Likert scale and free text responses, were developed to fulfil our objectives of assessing demand, benefits of participation and programme evaluation. Further qualitative feedback was obtained from peer mentors at Action Learning Sets using open-ended structured questions.