Interprofessional Coaching Program to Launch in 2019

four students from different UCSF schools in classroom conversation

By Shelley Wong

In January 2019, PIPE will initiate the Just In Time Interprofessional Coaching program, pairing interprofessional teachers with an experienced interprofessional faculty colleague to receive coaching based on a real-time teaching observation.

“There are so many advantages to getting peer feedback on our teaching, and yet, it's a rare opportunity, because it's time and resource intensive. This new program is a powerful way to improve our interprofessional teaching,” said Josette Rivera, MD, associate professor of medicine and current School of Medicine lead for interprofessional education.

While the program may be particularly useful for faculty new to interprofessional teaching, it is designed for all levels of faculty who are teaching interprofessionally in any type of setting, classroom or clinical. Ideally, faculty members will be paired with a coach from another profession to learn from a different interprofessional perspective.

The Just In Time program builds upon the existing Academy of Medical Educators Teaching Observation Program and is similar in structure and process. Faculty members will meet individually with their coach to discuss particular elements or concerns they want the coach to look for during their observation. After the observation, the faculty and the coach will debrief the experience and the coach will provide feedback.

In 2015, PIPE began its ongoing Teach for UCSF certificate in interprofessional teaching, a Center for Faculty Educators program. Faculty can complete the series of ten half-day workshops in any sequence and according to their schedules (“We want to make this easy for people to complete,” said Rivera). The spring 2019 schedule of workshops is now available and open for registration.

As a geriatrician, Rivera is a committed educator and champion of interprofessional education. “So much of caring for older people involves interprofessional collaboration and it wasn’t something I was explicitly taught. Not only is it essential to my practice, it is now recognized as a set of important competencies expected of our learners. I am committed to fostering the growth of interprofessional education for both students and practitioners to meet our patients’ needs,” she said.

“A majority of medical errors are not due to an individual’s lack of knowledge or skills but instead due to a breakdown of teamwork and communication,” continued Rivera. “I see interprofessional education as critical to achieving the patient care we want to provide.” 

Interested faculty can contact Victoria Ruddick for more information.


Photo: Susan Merrell