In the most recent entry of the Yale Child Study Center’s (YCSC) “On Leadership” blog and newsletter, Daryn David, PhD, engaged with Maryellen Flaherty-Hewitt, MD, a distinguished Professor in the Yale Department of Pediatrics and Vice Chair for Faculty Affairs and Professional Development. Flaherty-Hewitt also holds the position of medical director for New Haven Pediatric Primary Care, making her insights particularly valuable for faculty and trainees within her department.
Thank you so much for agreeing to share your insights on coaching with our readers. First off, please tell us a bit about what you do in your job on a daily basis.
My responsibilities encompass delivering care to a diverse group of wonderful children and fostering trusting relationships with their families, which is incredibly rewarding. I collaborate with a dedicated team at our Pediatric Primary Care office in New Haven to operationalize and enhance the quality of care we provide. In my role within the department, I have the honor of championing our faculty’s career development efforts, as well as partnering with departmental leaders to cultivate and enhance their leadership skills.
What is your vision for faculty development within the Department of Pediatrics?
As I take on the new role of vice chair for faculty affairs and professional development, I envision creating a robust environment of support that prioritizes the career development of our faculty members. This involves crafting tailored resources that enhance their professional journeys through mentorship, coaching, and sponsorship opportunities.
How do you envision your department using coaching to foster this career development?
I firmly believe that coaching is an essential component for nurturing our faculty’s growth. Reflecting on my own professional journey, I have personally benefited immensely from coaching, finding it instrumental in identifying and following my desired path. I am discovering that coaching can take many forms—be it one-on-one coaching or peer coaching—each offering unique benefits. I experienced significant empowerment through coaching, and I aim to expand these opportunities for our faculty, allowing them to pursue their career goals with confidence and clarity.
What do you see as the biggest potential benefit of coaching for individuals working specifically in pediatrics?
In pediatrics, we frequently encounter recurring challenges, particularly surrounding career development, achieving work-life balance, and managing complex clinical obligations. The coaching model equips individuals with valuable time to devise their own strategies for addressing these persistent issues. Rather than relying on one-off solutions prescribed by others, coaching fosters a sense of ownership and equips pediatricians with tools they can repeatedly utilize to overcome obstacles.
Something that you and I have been developing together is a program to teach postdocs and early career faculty in our departments the fundamentals of a coach approach. Some of these fundamentals include curiosity and deep listening, empathic inquiry, and supporting the “coachee” in defining and committing to their own goals and course of action. In your opinion, what are the cultural shifts that could occur if we adopted such a coach approach more widely across the faculty at the Yale School of Medicine (YSM)?
I’ve already witnessed exciting progress, as our early career faculty are enthusiastically embracing this coaching approach through the peer coaching initiative we have collaboratively designed. What excites me about this pilot program is not only the empowerment it provides to faculty but also its facilitation of meaningful cross-departmental communication. I aspire for this initiative to help dismantle existing silos not just within our own departments but also throughout the medical school, fostering a collaborative spirit. Each specialty presents unique challenges; however, we also share common issues from which we can gain insights. By cultivating a strong sense of community across the medical school, we reinforce our collective commitment to our mission.
The “On Leadership” blog was initiated in 2022 to underscore the significance of connection, collaboration, and the embodiment of a service-oriented leadership mindset in both professional and personal realms. Daryn H. David, PhD, assistant professor at YCSC, directs this column and leads the initiatives for leadership development and coaching within the Yale School of Medicine’s Offices of Academic and Professional Development and Diversity, Equity, & Inclusion.
What specific coaching strategies do you believe are most effective for pediatric faculty development?
**Interview with Maryellen Flaherty-Hewitt, MD: Insights on Coaching in Pediatric Faculty Development**
**Editor:** Thank you, Dr. Flaherty-Hewitt, for joining us today to discuss your role and vision within the Yale Department of Pediatrics. Can you begin by sharing with us what a typical day looks like for you in your multiple roles?
**Dr. Flaherty-Hewitt:** Absolutely! My daily responsibilities revolve around providing care to an incredibly diverse group of children while building trusting relationships with their families, which I find deeply fulfilling. I work closely with a dedicated team at our Pediatric Primary Care office in New Haven, focusing on improving the quality of care we offer. Additionally, in my role as the vice chair for faculty affairs and professional development, I’m committed to supporting our faculty’s career development and enhancing their leadership skills through collaboration with departmental leaders.
**Editor:** That sounds like a meaningful combination of direct care and leadership. What is your vision for faculty development in the Department of Pediatrics?
**Dr. Flaherty-Hewitt:** My vision is to create a supportive environment that prioritizes the career progression of our faculty members. This involves developing tailored resources that facilitate their professional journeys, including mentorship, coaching, and sponsorship opportunities. I want our faculty to feel empowered to pursue their goals with clarity and confidence.
**Editor:** Coaching seems to be a significant component of your approach. How do you see it fostering career development in your department?
**Dr. Flaherty-Hewitt:** I believe coaching is crucial for facilitating faculty growth. Reflecting on my own career, I’ve found coaching to be instrumental in helping me navigate my path. I want to promote various coaching formats—whether one-on-one or peer coaching—as they each offer distinct advantages. My experiences with coaching have been incredibly empowering, and I aim to make these opportunities more accessible for our faculty.
**Editor:** That’s an inspiring perspective. What do you think is the biggest potential benefit of coaching specifically for pediatric professionals?
**Dr. Flaherty-Hewitt:** In pediatrics, we often face unique challenges, particularly regarding career trajectories, work-life balance, and the demands of complex clinical responsibilities. Coaching allows individuals to carve out time to develop their own strategies for tackling these persistent issues. Instead of relying solely on prescribed solutions, coaching cultivates a sense of ownership, equipping pediatricians with tools to navigate obstacles repeatedly and effectively.
**Editor:** you mentioned that you’re working on something new regarding professional development. Can you share a bit about that?
**Dr. Flaherty-Hewitt:** Certainly! My team and I are developing a comprehensive coaching program that incorporates both structured and flexible coaching options. This initiative aims to create a supportive network for faculty, where they can openly share challenges and successes while being guided in their professional growth. We’re excited about the potential it has to enrich our department’s culture and enhance the development of our faculty members.
**Editor:** Thank you so much for sharing your insights, Dr. Flaherty-Hewitt. Your commitment to coaching and faculty development is vital in shaping the future of pediatrics at Yale and beyond.
