Anatomists as Coaches for Developing Clinical Professionals

Anatomy can and should be part of a school‐wide culture that embodies the habits‐of‐mind of the clinical professional. To that end, Yale and a growing number of schools use techniques that foster self‐directed learning such as flipped curricula, team‐based‐learning, and group process. This trend moves students from consumers of knowledge to builders who construct their own conceptual framework. The trend also moves anatomy faculty from fonts of knowledge towards the less familiar role of coach. The executive coaching movement provides a roadmap to guide students and faculty through their respective processes of transformation. Unlike mentors or teachers, coaches strive to help coachees develop their innate talents via a collaborative process. There are three principal elements: 1) a course structure that gives students ample opportunity to exercise anatomical and clinical reasoning, professional responsibility and group process; 2) formative assessments that engage students in self‐reflection and self‐discovery; and 3) an attitude of collaboration between anatomists and students as equal partners. Each element presents challenges. The first can be developed with the aid of those clinicians next in line to train the student. The second is aided by the insights of positive psychology, appreciative inquiry, and other philosophies of coaching. The third is perhaps the most challenging, because of the inherent power differential between instructor and student. It requires creating a safe environment to openly explore ideas that is divorced from the grading system. Caring, compassionate instructors can meet these challenges. The result is effective instruction that is fun and transformational.