1. Coaching and Mentoring at a distance
Kira Zwygart, MD, FAAFP
Eric Bean, DO, MBA, FACEP

2. Objectives
Explain the need for coaching and/or mentoring in a variety of organizational settings.
Discuss the benefits and challenges of coaching and/or mentoring at a distance.
Apply strategies to communicate effectively at a distance.

3. Overview Distance Learning History and Trends Coaching/Mentoring
Why we do it
What we have learned
How you can apply it
Brainstorming session
Report out

4. Distance Learning History
Distance learning has been around since the 1800s.
England, Japan and Germany embraced distance learning programs first.
A decade later distance learning came to the US.
Initial methods: correspondence; little interaction between learner and instructor (The Journal, 99).

5. Distance Learning History
introduction of both visual and audio teaching options
Television and radio
Telephone tutors for individual or group teaching
1980s - more than 300,000 students in the US enrolled in distance learning programs
(The Journal, 99)

6. Distance Learning Trends
Today most universities offer distance learning
Undergraduate degrees
Graduate degrees
Doctorate degrees
Certificate programs
More areas of distance learning added every year

7. Distance Education - learners
Students in distance learning programs are typically non-traditional
Older adults
Self-directed learners
Driven by a “need to know” mentality
Internally motivated and driven
Educators must adapt their teaching methods
More engagement required (Karge, Phillips, Dodson, & McCabe, 2011)

8. Distance Education - teachers
Characteristics of successful educators
Respect student
remain open to feedback
create an environment that fosters discussion and active learning
Implement authentic learning tasks within the online environment

9. Coaching and advising Our Program
Collaboration of USF and LVHN
First two years in FL, last two years in PA
Longitudinal education across both campuses
Coaching and Advising within USF program
Coach
Work with someone to help build skills
Provide feedback and encourage self-assessment
Help develop new goals to advance skills
Focus on personal growth at a time of tremendous maturation and change
Advisor
Work with someone to help advance one’s work product/position
Provide advice about career goals, next steps for progression in school and beyond
Provide resources for academic progress

10. Coaching Our Group formation Benefits: Faculty Students
Two perspectives/approaches for each learner
Opportunities to talk with someone in the midst of things and someone removed
Partner communication to share ideas about helping learners
At a distance the observation perspective is different
Cost and time savings

11. Coaching Challenges: Distance – starting to form a connection
Technology
May miss subtle body language clues
Collaboration between fellow coaches
-Educators must also be able to establish a personal connection with distance learning students
-Online instructors must also be able to collaborate with one another, this can be a difficult task as many online educators do not have interaction the way on campus instructors do.

12. Coaching Why we do it
With student education occurring in two locations it provides a smooth transition
The process of going from a student to a physician take four years and the stages of progression align with our education and goals
Improved collaboration and integration between two campuses separated by 1,000 miles

13. Coaching What we learned
The students crave personal development
The coaching/mentor relation for their personal development mimics medical education in the hospital
The coaches’ styles differences are vital in showing the student different perspectives
MBTI
Communication and conflict styles
The faculty themselves find it very rewarding

14. Coaching and Mentoring How can you apply it?
Now it is your turn
Small Group Activity:
Now that we have discussed challenges, let’s brainstorm methods to improve effectiveness (20 minutes)
Report out

15. Final Comments

16. Thank You

17. References
Smith, A.B., LaRock, M., and Zwygart, K. K. (2016).  It’s All About Relationships – Teaching From a Distance.  Medical Science Educator.  26(2), DOI /s  
Bond, W, Biery, N., and Smith, A.  (2015). Using Telemedicine Technology  to Assess Physician Outpatient Teaching.  (HRSA Physician Faculty Development in Primary Care). Accepted for publication in Family Medicine.

18. References
Sampson, N. (2003). Meeting The Needs Of Distance Learners. Language Learning & Technology, 7(3),
The Journal. (1999). The Origins Of Distance Education and Its Use In The United States. The Journal: Transforming Education Through Technology. Retrieved from Distance-Education-and-its-use-in-the-United- States.aspx?Page=1

19. References
Karge, B.D., Phillips, K.M., Dodson, T.J., & McCabe, M. (2011). Effective Strategies For Engaging Adult Learners. Journal of College Teaching & Learning, 8(12),
Mandernach, B.J. (2009). Effects of Instructor-Personalized Multimedia in the Online Classroom. The International Review of Research in Open and Distance Learning, 10(3). Retrieved from