Abstract:
Objective: To explore the factors affecting the learning process of novice problem-based learning facilitators trained through Cognitive Peer Coaching. Method: The qualitative study with phenomenological design was conducted at the Islamic International Medical College, Riphah International University, Islamabad, Pakistan, from March to August 2018, and comprised problem-based learning facilitators, experts and novices who were given orientation about cognitive peer coaching through workshops. Novice facilitators were trained by experts through cognitive peer coaching cycle comprising pre-observation, observation and post-observation phases following socio-cognitive apprenticeship theory based on modelling, coaching, scaffolding, articulation, reeflction and exploration. Data was collected through an observation checklist and semi-structured interviews which were audio-recorded, transcribed and subjected to thematic analysis manually. Results: Of the 15 subjects, 10(66.6%) were novice facilitators and 5(33.3%) were experts. Six themes generated and they were mental growth spurred from within, conscientisation, experiential learning, intrinsic motivation, effective body language, and impediment to success. Learning by observation, learning by doing, increased motivation, autonomy, constructive feedback and reeflction augmented the facilitation skills, while unawareness about reeflctive practices and peer coaching were identiefid as major obstacles in personal and professional growth of faculty. Conclusion: Cognitive peer coaching was found to be a dynamic, innovative and feasible faculty development approach that contributed to the learning of facilitation skills from psychological, emotional and social perspective.
Page(s):
868-876
DOI:
DOI not available
Published:
Journal: Journal of Pakistan Medical Association, Volume: 71, Issue: 3, Year: 2021