Table 2 Key pedagogical strategies emphasized in the coaching manual. We iteratively refined the coaching manual to specify relevant pedagogical principles based on observations during practice coaching sessions [26]
Pedagogical strategy | Description of strategy | Rationale | Iteration |
|---|---|---|---|
Planning for error | A strategy of anticipating predictable mistakes made by trainees, and preparing a response in advance. Preparation not only increases the rate of recognition of these errors but also increases the likelihood of a productive response. | Improve the quality of feedback | Initial draft |
Questioning | A strategy for phrasing questions so that they begin with perception (“what do you see?”) and then move to knowledge building (“what does it mean?”) and finally to checking for understanding (“what is our objective here?”). | Improve the quality of the training task | Initial draft |
Exemplar planning | A lesson plan with correct answers to the questions that the coach will ask. If agreement on the response is established before the start of the coaching session, it reduces variability in execution and preserves autonomy. | Improve the quality of feedback | Initial draft |
Creating a culture of error | A strategy for encouraging trainees to think of the 'wrong' answer as the first, positive, and critical step toward getting it 'right, socializing them to acknowledge and to share mistakes with interest and fascination. | Promote autonomous motivation | Introduced after first practice session |
Active observation | A strategy of prioritizing the recognition of specific errors that commonly compromise performance, by actively tracking their occurrence. This strategy improves analysis of errors of judgment and can improve the quality of the feedback provided to the trainee. | Improve the quality of feedback | Introduced after second practice session |