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'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.
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]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 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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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177594122
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      – Type: doi
        Value: 10.1080/0142159X.2023.2284659
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      – Code: eng
        Text: English
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        PageCount: 9
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    Subjects:
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Goal (Psychology)
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      – SubjectFull: Medical students
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      – SubjectFull: Experience
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      – SubjectFull: Students
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      – SubjectFull: Medical schools
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      – SubjectFull: Professional employee training
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      – SubjectFull: Research methodology
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      – SubjectFull: Ability
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      – SubjectFull: Student attitudes
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      – SubjectFull: Training
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      – SubjectFull: Interviewing
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      – SubjectFull: Mentoring
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      – SubjectFull: Judgment sampling
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      – SubjectFull: California
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      – TitleFull: '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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              Text: Jun2024
              Type: published
              Y: 2024
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