Advanced Courses

Course Goal: Provides a deep dive into experiential coaching. This interactive course includes learning bursts, coaching skills application, and debriefing exercises.  Session 1 provides advanced utilization of self-reflection tools introduced in COACHME 101. Session 2 provides a deeper dive into applying coaching to others, on real topics, utilizing a framework based on core coaching competencies.

Prerequisite: Completion of COACHME 101

Learning Objectives:

To expand and apply (with guided mentorship) the skills learned in COACHME 101. This will enable educational leaders to further incorporate coaching in day-to-day conversations, leadership, and coaching roles.

By the end of this course, participants will:

1. Apply their learned coaching skills with colleagues and/or learners 
2. Integrate advanced conversational skills into their coaching conversations 
3. Incorporate assessments into their coaching work 
4. Differentiate among coaching tools and processes in various contexts 
5. Synthesize their experiences and knowledge with peers 
6. Develop a community of practice with their 201 cohort

Course Format:
Two 2-hour group sessions, one asynchronous hour

For more information, please email us at coachme-team@stanford.edu

Course Goal: Builds on a set of special topics that have come up in our sessions.  These include: coaching overachievers, coaching through difficult feedback, integrating coaching into remediation, accountability follow-through, navigating road blocks, and more. Advanced conversational techniques and ethical considerations will also be included.

Prerequisite: Completion of COACHME 101

Learning Objectives:

By the end of this course, participants will develop knowledge, skills and practice to:

• Apply the parameters of coaching related to coaching ethics, confidentiality, and academic assessment

• Integrate advanced coaching techniques to navigate learner resistance to external feedback, in service to their goals
• Adapt techniques that unlock new perspectives and enhance leaner insight 
• Establish coach presence for optimal outcomes: coach self-awareness; coach behaviors, and the management of multiple roles that may concurrently or sequentially occur for the coach and coachee
• Assess learner needs as coachees, including the identification of factors that influence the process, goals and outcomes of coaching
• Promote awareness of coaching and synthesis of the various modalities in which coaching of learners takes place
• Recognize situations that may be best referred to non-coaching resources

Course Format:

4-hour mixed didactic and interactive workshop

For more information, please email us at coachme-team@stanford.edu

Course Goal: Coaches often utilize tools to raise self-awareness and to facilitate goal-setting with coachees. Coaches also work with coachees to unpack and integrate external data (such as 360 feedback, teaching evaluations, or other assessments) into individualized learning plans co-created by both the coachee and the coach. These tools can be utilized to track progress over time, empowering the coachee as well as providing evidence of return on investment for the program itself. This course will prepare coaches to more effectively utilize tools in their coaching work.

To deepen experiential learning, this course also includes a formal Myers Briggs Type Indicator (MBTI) assessment for each registrant (with an application exercise guided by MBTI certified coaches).

Prerequisite: Completion of COACHME 101

Learning Objectives:

By the end of this course, participants will:

1. Advance their understanding of coaching tools
2. Reflect on opportunities to integrate tools into their work with coachees
3. Review examples of individualized goal setting worksheets to enhance engagement in the coaching process as well as track progress
4. Experience first-hand the impact of enhanced self-awareness and reflection through taking a formal MBTI assessment, including a group debrief with MBTI-certified coaches
5. Reflect on the use of assessment data and feedback in their own contexts, with an eye towards how these systems might be improved to enhance engagement by trainees and/or faculty

Course Format:

This 4-hour course is a deep dive into the what, why, when and how to use tools such as MBTI, VIA, evaluations and other assessments in the coaching process.  The course fee includes the cost of a formal Myers-Briggs Type Indicator (MBTI) assessment for the participant.

For more information, please email us at coachme-team@stanford.edu

Course Goal: Belongingness is the need to feel included, respected, and accepted by members of a group. An increased sense of belongingness is associated with significantly enhanced academic performance. Lack of belonging amplifies othering, increases shame, and even results in lower likelihood to pursue medical training. Coaching, and the safe spaces it provides, offers a powerful opportunity as a targeted and authentic intervention to enhance belongingness in medical education.

Prerequisite: Completion of COACHME 101

Learning Objectives:

By the end of this course, participants will learn skills that will help them:

• Utilize a coaching approach to create psychologically safe spaces to have conversations on complex topics that matter to their coachees
• Develop strategies to be a more effective and trusted ally/colleague
• Apply deep listening and impactful questioning to deepen relationships across difference
• Utilize the PEARLS (Partnership, Empathy, Acknowledgement, Respect, Legitimization, and Support) framework in their coaching conversations
• Recognize their triggers for their own fight, flight, and freeze responses
• Gain deeper insights into multiple types of implicit bias and stereotype threat
• Develop effective techniques for reconciliation

Course Format:

4-hour mixed didactic and interactive workshop

For more information, please email us at coachme-team@stanford.edu

Course Goal: COACHME 601 describes the foundational ethical principles that govern coaching practice, including the basic principles of ethics and dynamics in support and guidance professions, regulatory ecosystems and scopes associated with different coaching specializations, and the ethics competencies required from certified coaches. The course will also include specific topics related to conflicts of interest and commitments; navigating sponsor and organizational expectations; coaching clients during undesirable or unanticipated transitions, layoffs or performance improvement; and resources to navigate internal coaching integration.

Prerequisite: Completion of COACHME 101

Learning Objectives:

By the end of this course, participants will be prepared to:

1. Understand the parameters associated with formal coaching practice related to regulations, laws and requirements.
2. Identify when conflicts of interest or commitment arise.
3. Setup your coaching engagement for success with sponsor and client understanding of the ethical parameters and principles; and
4. Know where to seek additional guidance or support when facing an ethical dilemma or challenge.

Course Format:

2.5-hour workshop

For more information, please email us at coachme-team@stanford.edu

Course Goal: COACHME 701 builds on topics raised throughout our series, particularly COACHME 101 and 301. It is targeted specifically at educational leaders who are ready to begin the process of designing a formal coaching program in their own residency or fellowship, or who wish to iterate the program they already have.

Prerequisite: Completion of COACHME 101 and 301

Learning Objectives:

By the end of this workshop, course participants will:

1. Review examples of already-existing coaching programs in graduate medical education across several specialties
2. Discuss barriers, opportunities, and effective strategies for implementation with a panel of educators who have successfully launched coaching programs
3. Begin the design of their own “coaching template” customized to their own residency or fellowship
4. Iterate these templates in small groups to develop a resource that may be used for further discussions with key stakeholders

Course Format:

• 3-hour synchronous program (brief didactic, panel discussion, and workshop)
• 1-hour asynchronous guided pre-work

For more information, please email us at coachme-team@stanford.edu

Course Goal: Advanced course focused on strengthening coach capacities, including self-awareness and self-care to sustain a thriving professional practice.  Key domains include the selection of coaching engagements and appropriate support of clients undergoing difficulties (e.g., concomitant mental health needs; voluntary and involuntary personal and professional transitions).  The course reviews key business aspects of setting up a coaching practice, and the various  parameters of working with sponsors and (for internal coach roles); and considerations for peer and group coaching.  The course will give practical roadmaps for a sustained long-term wellness and self-care as a coach.

Prerequisite: Completion of COACHME 101

Learning Objectives:

By the end of the course, participants will:

1. Understand common issues of scope creep and boundary-setting, including in peer coaching and in group coaching.
2. Generate a set of resources and tools that facilitate the conduct of a coaching business practice, as internal coaches or as a private practice.
3. Apply objective and clear criteria to establish professional coaching relationships with individual clients and with sponsors, including setting healthy boundaries and applying various protocols for the termination of engagements.
4. Integrate behaviors to maintain their personal wellness and self-care for sustained long-term coaching.
5. Formulate a responsive coach approach to supporting clients under stress (e.g., clients with high mental health needs; clients experiencing personal or professional transitions).
6. Enhance their overall coach presence with clients, organizations and colleagues.

Course Format:

2.5 hour workshop

For more information, please email us at coachme-team@stanford.edu

Course Goal: This workshop describes the steps necessary to become a board-certified coach (BCC). It may be taken at any time after COACHME 101. If taken early in the series, it may help educators with an interest in coaching determine if they wish to take the steps necessary to become a board-certified coach. If taken later in the series, it would serve as a helpful review of key material in preparation for the BCC application and exam.

Prerequisite: Completion of COACHME 101

Learning Objectives:

By the end of the course, participants will:

1. Describe the requirements to become a Board Certified Coach (BCC)
2. Review the BCC Credential Eligibility Content Areas, including:
   1. Ethics and regulatory guidelines 
   2. Coaching knowledge and applications 
   3. Assessment 
   4. Practice management
3. Reflect on how each of the COACHME courses map to these topics as they relate to coaching within healthcare and medical education
4. Identify additional resources to help prepare for the BCC examination
5. Describe the requirements to maintain BCC certification, including continuing education

Course Format:

2 hour workshop

For more information, please email us at coachme-team@stanford.edu