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'We're like Spider-Man; with great power comes great responsibility': Coaches' experiences supporting struggling medical students.

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Title: 'We're like Spider-Man; with great power comes great responsibility': Coaches' experiences supporting struggling medical students.
Authors: Elster, Martha J.1 Martha.elster@ucsf.edu, Parsons, Andrew S.2, Collins, Sally1, Gusic, Maryellen E.3, Hauer, Karen E.1
Source: Medical Teacher. Feb2025, Vol. 47 Issue 2, p329-337. 9p.
Subject Terms: *Student assistance programs, *Medical school faculty, *Qualitative research, *Emotions, *Learning, *School failure, *Learning theories in education, *College teacher attitudes, *Research methodology, *Academic achievement, *Teacher development, *Psychology of medical students, *Teacher-student relationships, Interviewing, Responsibility, Descriptive statistics, Mentoring, Thematic analysis, Social support, Psychosocial factors
Geographic Terms: United States
Abstract: Background: Medical students can experience a range of academic and non-academic struggles. Coaching is a valuable strategy to support learners, but coaches describe working with struggling learners as taxing. Transformative learning theory (TLT) provides insights into how educators grow from challenging experiences to build resilience. This study explores how coaches evolve as educators through supporting struggling students. Methods: This qualitative study grounded in an interpretivist paradigm used interviews of longitudinal medical student coaches at two academic institutions. Interviews, using TLT as a sensitizing concept, explored coaches' experience coaching struggling learners. We performed thematic analysis. Results: We interviewed 15 coaches. Coaches described supporting students through multi-faceted struggles which often surprised the coach. Three themes characterized coaches' experiences: personal responsibility, emotional response, and personal learning. Coaches shouldered high personal responsibility for learners' success. For some, this burden felt emotional, raised parental instincts and questions about maintaining boundaries with learners. Coaches evolved their coaching approach, challenged biases, and built skills. Coaches learned to better appreciate the learner point of view and employ resources to support students. Discussion: Through navigating learner struggles, educators can gain self-efficacy, learn to understand learners' perspectives, and evolve their coaching approach to lessen their personal emotional burden through time. [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: 'We're like Spider-Man; with great power comes great responsibility': Coaches' experiences supporting struggling medical students.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2025, Vol. 47 Issue 2, p329-337. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+assistance+programs%22">Student assistance programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+school+faculty%22">Medical school faculty</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22School+failure%22">School failure</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+theories+in+education%22">Learning theories in education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+medical+students%22">Psychology of medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Label: Abstract
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  Data: Background: Medical students can experience a range of academic and non-academic struggles. Coaching is a valuable strategy to support learners, but coaches describe working with struggling learners as taxing. Transformative learning theory (TLT) provides insights into how educators grow from challenging experiences to build resilience. This study explores how coaches evolve as educators through supporting struggling students. Methods: This qualitative study grounded in an interpretivist paradigm used interviews of longitudinal medical student coaches at two academic institutions. Interviews, using TLT as a sensitizing concept, explored coaches' experience coaching struggling learners. We performed thematic analysis. Results: We interviewed 15 coaches. Coaches described supporting students through multi-faceted struggles which often surprised the coach. Three themes characterized coaches' experiences: personal responsibility, emotional response, and personal learning. Coaches shouldered high personal responsibility for learners' success. For some, this burden felt emotional, raised parental instincts and questions about maintaining boundaries with learners. Coaches evolved their coaching approach, challenged biases, and built skills. Coaches learned to better appreciate the learner point of view and employ resources to support students. Discussion: Through navigating learner struggles, educators can gain self-efficacy, learn to understand learners' perspectives, and evolve their coaching approach to lessen their personal emotional burden through time. [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=182876617
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2024.2337250
    Languages:
      – Code: eng
        Text: English
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        PageCount: 9
        StartPage: 329
    Subjects:
      – SubjectFull: Student assistance programs
        Type: general
      – SubjectFull: Medical school faculty
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: School failure
        Type: general
      – SubjectFull: Learning theories in education
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Research methodology
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      – SubjectFull: Academic achievement
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      – SubjectFull: Teacher development
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      – SubjectFull: Psychology of medical students
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      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Interviewing
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      – SubjectFull: Responsibility
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Mentoring
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Social support
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: 'We're like Spider-Man; with great power comes great responsibility': Coaches' experiences supporting struggling medical students.
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              Text: Feb2025
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              Y: 2025
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