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Relationship Building

Learning Objectives
1. Describe how meeting preparation can contribute to an effective coaching session
2. List two components of effective communication with a coachee
3. Identify five values that establish a meaningful coaching relationship
0.25 Credit

The AMA Accelerating Change in Medical Education Academic Coaching team has provided several workshops to develop faculty coaching skills and recently published new coaching competencies. As the team works to disseminate coaching and facilitate training of medical students and residents, there is a need for training about the coaching competencies. The AMA Accelerating Change in Medical Education coaching video series is a resource to help faculty coaches improve their coaching by incorporating the competencies into their coaching practice. The nine video modules demonstrate coaching competencies and include examples of inexperienced and experienced coaches. These modules may be used as a component of a comprehensive coaching curriculum to prompt reflection and discussion.

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The AMA ChangeMedEd initiative works with partners across the medical education continuum to help produce a physician workforce that meets the needs of patients today and in the future. Learn more

Video Transcript

Host: [00:05] By the end of this module, you will be able to describe how meeting preparation can contribute to an effective coaching session, list two components of effective communication with a coachee, and finally, identify five values that establish a meaningful coaching relationship: trust, honesty, respect, integrity, and inclusion.

This module covers the competencies of establishing a meaningful coaching relationship, using effective communication, and meeting management. In these videos, you will watch a coach and a student in their initial coaching session. The coach is new to the coaching program, and has gone through a robust series of synchronous and asynchronous training activities to help them prepare. In the first meeting, the coach and the learner should establish expectations and begin to lay the groundwork for their coaching relationship.

In this video, the coach and learner start to get to know each other. They do this through a timeline exercise. This initial coaching session portrayed here feels rushed, and the coach is not prepared. This really is a missed opportunity to establish the coaching relationship and utilize effective communication skills. It also demonstrates ineffective meeting management.

As you watch the next scenario, notice how the coach's lack of preparation impacts the session. Also notice instances where the coach could have been more effective in their communication. Try to identify areas that the coach could have approached differently to establish mutual respect and effective communication.

Coach: [01:42] Hey, Adrian, come on in. It's good to see you.

Adrian: [01:50] Hi, Dr. Suarez Good to see you too.

Coach: [01:52] Alright, how have you been?

Adrian: [01:53] I've been fine. How are you?

Coach: [01:55] I can't complain. But what I will complain about is all of this stuff on my desk, and I do apologize. All these zoom meetings, all this medical stuff I've been trying to catch up on... But let's go and jump right into it.

Adrian: [02:08] Okay.

Coach: [02:08 I know you sent me your timeline, I haven't really had a chance to look at it. So can you walk me through what you have?

Adrian: [02:15] Yes, I don't have it printed out. But I can pull it up on my tablet.

Coach: [02:19] Okay. While you do that, I'll go ahead and jump into mine. So as an example, this is what I've created. And it starts with my childhood from the 70s to 90s, which are the best years ever, right? Then I went to med school in the 2000s.

I took my boards, kind of a low point... wasn't really the best in my life. But then I did match where I wanted to go, so I've been so excited... But then intern year was, wasn't that good. Then I got married, I had a baby, which was awesome.

I got this awesome job here as a faculty member. And then that marriage I talked about? It ended. Alright, it was a divorce and remind me to tell you about that. That was probably the lowest point in my life. But I got a new cocker spaniel. He's so adorable. And so this is where we are now.

Adrian: [02:45] Oh, that's something.

Coach: [3:02] Show me yours.

Adrian: [03:04] Yes, here it is. I tried to highlight the things that are really important to me.

Coach: [3:09] Okay. Well, I see that you've done some things... and I don't really expect you have a lot of... you know, M3, but you can still work on it later. Right?

Adrian: [03:20] Okay. Yeah.

Coach: [03:21] ....a little more comprehensive. But with that said, when you return, we can talk about your timeline as well as an evaluation. What time works for you?

Adrian: [03:29] Oh, okay. Um, let me just see.

Coach: [03:33] The 26th at 2:30? Is that good?

Adrian: [03:35] Yeah. Oh, okay. Yes.

Coach: [03:37] Sounds good, I'll see you then!

Adrian: [03:38] Okay, thanks.

Host: [03:41] Let's reflect. This was the coach and the coachees first encounter, how do you think they did with exploring expectations one another? This coach was not prepared for the session. We certainly all live busy lives, but it is essential for the coach to be prepared and to make the most of the session. Preparation also signals to the learner that the coach is invested in and engaged and helps to build mutual respect. In addition, the coach was hurried and was not fully present in the moment with the learner. There were also several missed opportunities for connection and relationship building. Remember, in the first meeting, the coach and the coachee are really trying to develop a solid foundation and understanding of their relationship. This requires preparation on the part of the coach. Although more and more schools and programs are using coaching models for their learners, coaches should expect that these first meetings will be their coachee's first exposure to coaching in academic setting.

Next, we'll see an example of experienced coaching by a coach that has prepared in advance by reviewing their notes. Observe how the coach now engages with the coachee by listening fully using reflection and demonstrating empathy. Notice how the coachee responds to this. At the end of the session, the coach empowers the coachee to set their agenda and supports them making an action plan.

Coach: [05:12] Hey, Adrian, good to see you.

Adrian: [05:14] Hey, it's good to see you, too.

Coach: [05:15] What have you been up to?

Adrian: [05:16] I had a quiz-free weekend this weekend, so I got to go see my family.

Coach: [05:20] Now your family's in New York— Buffalo?

Adrian: [05:23] Yes!

Coach: [05:24] And how did it go? Did you go there or do they come here?

Adrian: [05:26] I went up there so I could see my dog.

Coach: [5:28] So I'm glad you were able to go, and I know that we had planned to discuss timelines today. Is that still okay?

Adrian: [05:33] Definitely.

Coach: [05:34] All right. Is there anything else that you wanted to talk about?

Adrian: [05:37] Um, nothing I can think of now.

Coach: [05:40] Okay, great. Well, thank you for sending me yours in advance. I've actually printed yours and mine out. Would you like to get started or you want me to go?

Adrian: [05:47] Um, I'll go? What would you like to hear?

Coach: [05:51] Well, if you can first start off by telling me some of your highs and your lows? And then why each of those were your highs and your lows? That would be great.

Adrian: [05:59] Sure. Well, I'll start here. We had to move in middle school because my dad lost his job, which at the time seemed like a real low, but in retrospect, I learned a lot from it.

Coach: [06:11] Wow. Yeah. So mine...

Well, thanks for sharing all that with me. You know, I noticed that you had some high points and your low points. And I really appreciated you letting me know those. I also saw that your low points corresponded with periods of transition and change.

Adrian: [06:33] Yeah, I guess you're right. You know, I don't love change. And I do often have a hard time with it.

Coach: [06:39] And I think that there's some strategies that we can use to work on that. Is that what you want?

Adrian: [06:43] Yes, that'd be really helpful.

Coach: [06:45] Wonderful. I'll make a note of that. And we can plan to revisit that in the future. In the meantime, I want you to take note of when there are times of transition or change.

Adrian: [06:54] That sounds great.

Coach: [06:56] Excellent. So before we wrap up, let's talk about our next meeting. What should be on the agenda?

Adrian: [07:01] Oh, yeah, I wanted to ask you about that. I selected the people I want to fill out my course evaluations and I was told that we would get a summary of those evaluations. Should I go over that before we meet next? Or will we go over it together?

Coach: [07:15] Well, it'll be helpful if you can review it in advance before we meet. I'll also do a review in advance, and then we can discuss it. How's that sound?

Adrian: [07:23] That would be great.

Coach: [07:24] Wonderful. Is there anything else that we need to add to our agenda for next time?

Adrian: [07:28] Not that I can think of now, but if I think of something, I'll email you.

Coach: [07:32] All right. Well, I hope you have a wonderful rest of your day.

A Adrian: [07:35] Thank you, you too.

Host: [07:39] And this experience scenario, the coach demonstrates the competency of establishing meaningful coaching relationship by having a positive session where both individuals participate and get to know each other.

The coach demonstrated the competency of meeting management by preparing in advance for the meeting, by helping the learner set the agenda for the next meeting, and finally by setting a time for the next meeting.

Throughout the session, the coach demonstrated effective communication by being present, and by giving the coachee their undivided attention. They also use active listening skills and engage in reflection throughout the meeting. In addition to utilizing effective communication, coaches should aim for optimal relational skills. The key features of this are establishing trust and mutual respect, demonstrating honesty and integrity, and using nonjudgmental communication.

Video Information

Disclosure Statement: Unless noted, all individuals in control of content reported no relevant financial relationships.

If applicable, all relevant financial relationships have been mitigated.

Participation Statement: Upon completion of this activity, learners will receive a Participation Certificate.


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