'It's more like checking in with an old friend': A qualitative study of medical students' experiences with longitudinal coaches throughout medical school.
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| Title: | 'It's more like checking in with an old friend': A qualitative study of medical students' experiences with longitudinal coaches throughout medical school. |
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| Authors: | Charondo, Leslie Bernal1, Sheu, Leslie2, Bakke, Brian M.3, Hauer, Karen E.3 karen.hauer@ucsf.edu |
| Source: | Medical Teacher. Jun2024, Vol. 46 Issue 6, p808-816. 9p. |
| Subject Terms: | *Medical education, *Qualitative research, *Universities & colleges, *Goal (Psychology), *Medical students, *Experience, *Students, *Medical schools, *Professional employee training, *Research methodology, *Ability, *Student attitudes, *Teacher-student relationships, *Training, Interviewing, Mentoring, Judgment sampling, Thematic analysis, Trust, Social support |
| Geographic Terms: | California |
| Abstract: | Coaching in medical education facilitates learners' growth and development through feedback, goal-setting and support. This study explored how coaching relationships evolve throughout medical school and the impact of longitudinal coaching relationships on medical students' approach to feedback and goal setting in the clinical years. In this qualitative study using a constructivist paradigm, authors purposively sampled 15 senior medical students at University of California, San Francisco, to participate in individual semi-structured interviews (October–November 2021). The authors used an inductive approach to thematic analysis. The authors identified four themes: First, the student-coach relationship deepened over the course of medical school. Second, students identified factors that sustained and strengthened the student-coach relationship over time: a strong foundation to the relationship, the non-evaluative nature of the relationship, coach supportiveness and responsiveness, and coach knowledge of the institutional landscape. Third, coaches provided individualized advice, assessed trajectory, and guided feedback interpretation. Lastly, students applied skills of soliciting and responding to feedback and creating learning goals, originally learned through coaching experience. Coaching relationships, grounded in trust, evolve to meet students' changing needs as they grow into physicians. Students apply feedback and goal-setting skills learned with the coach in clinical settings with other supervisors. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Coaching in medical education facilitates learners' growth and development through feedback, goal-setting and support. This study explored how coaching relationships evolve throughout medical school and the impact of longitudinal coaching relationships on medical students' approach to feedback and goal setting in the clinical years. In this qualitative study using a constructivist paradigm, authors purposively sampled 15 senior medical students at University of California, San Francisco, to participate in individual semi-structured interviews (October–November 2021). The authors used an inductive approach to thematic analysis. The authors identified four themes: First, the student-coach relationship deepened over the course of medical school. Second, students identified factors that sustained and strengthened the student-coach relationship over time: a strong foundation to the relationship, the non-evaluative nature of the relationship, coach supportiveness and responsiveness, and coach knowledge of the institutional landscape. Third, coaches provided individualized advice, assessed trajectory, and guided feedback interpretation. Lastly, students applied skills of soliciting and responding to feedback and creating learning goals, originally learned through coaching experience. Coaching relationships, grounded in trust, evolve to meet students' changing needs as they grow into physicians. Students apply feedback and goal-setting skills learned with the coach in clinical settings with other supervisors. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2023.2284659 |
