About Coaching Improvement
'Making improvements in health care is hard work. Help is often needed. Our decades of field experience in supporting health care improvement have shown “coaching” interdisciplinary groups in the hard work of improving health care often is helpful.
[Coaching] is a special kind of relationship and one must therefore be mindful of its special characteristics. (Schein, Edgar, Helping, 2009)
“I could not say enough wonderful things about this program. The personal instruction and use of tools/resources is invaluable.”
“I feel I have more ‘agility’ as a coach to be able to make suggestions on the fly, but they have sound QI science behind them.”
“I have learned that coaching is not about leading or facilitating but more about letting the team take more ownership themselves and to provide them with the necessary skills to take the work forward on their own.”
The special characteristics and actions we have identified are central to “The Coaching Model” that has been developed from study of the discipline of coaching and from years of helping interdisciplinary health care professionals in health care systems across the United States and around the world make important improvements in health care. “The Coaching Model” is unique and specific to groups of interdisciplinary health care professionals interested in making improvements in health care.
The discipline of coaching focuses on how to help other people develop insights, skills and capabilities to assess and improve their current health care experiences. Coaching is not about “telling” health care professional groups what to do, but to engage in conversations and develop relationships to support self-reflection to explore new possibilities, innovations and actions to result in desired improvements in health care.
Blending empirical evidence and cutting edge research specific to coaching interdisciplinary groups in health care improvement has revealed those who have coaching support are more likely to be successful in improvement through learning and adapting improvement knowledge, skills and abilities and enhanced group dynamics.
What programs do we offer to develop coaching?
Our overall aim of eCTC is to improve quality, safety and value in health care through coaching interdisciplinary professional groups to be able to provide exceptional care and continuously improve.
Coach The Coach (eCTC) is a five month intensive, dynamic and highly interactive experiential learning series blending electronic and face-to-face formats to develop coaching knowledge, skills, and abilities. Originating from decades of experience in the field coaching interdisciplinary health care groups and advanced through cutting-edge research specific to coaching interdisciplinary groups to engage in health care improvement, eCTC has documented improved outcomes in health care improvement around the world.
The eCTC learning series is conducted over five distinct sessions, four using our web-based virtual classroom “Adobe Connect” to span the distances between our organizations and one 3 day in-person session hosted at Dartmouth. While much learning can be done from afar, the theory of clinical microsystems is best brought to life through “hands-on” work to build relationships and to create communities of learners.
Specific aims of the program include development of:
- Knowledge, skills and abilities in clinical microsystem fundamentals
- A coaching plan for personal and professional development in coaching front line teams
The aim of this program is to develop team coaching skills, including communication and conflict management skills, emotional regulation, motivation, inspiration, active listening, humble inquiry and relational coordination in health care improvement efforts. Anyone coaching interprofessional improvement teams would benefit from the additional knowledge, and communication and conflict management skills in a rapidly changing health care environment.
This five-month program follows an action learning model of didactic, demonstration, practice, and feedback to support individual learning and practice.