Coaching in undergraduate and graduate medical education

A scoping review of success factors, barriers, and outcomes

Dados Bibliográficos

ID21650331
AutoresBinata Mukherjee (0000-0002-0723-282X, Internal Medicine at the Whiddon College of Medicine, Mitchell College of Business at the University of South Alabama, autor correspondente), Jenna Pfleeger (0000-0001-7096-3329, Family Medicine at the Whiddon College of Medicine at the University of South Alabama), Haidee Custodio (0000-0002-2257-1619, Pediatrics at the Whiddon College of Medicine at the University of South Alabama), Maria Renee Roca (0009-0001-8712-2232, Pediatrics at the Whiddon College of Medicine at the University of South Alabama), Gurupreet Khalsa (0000-0002-6743-3738, College of Education at the University of South Alabama), Clista Clanton (0000-0003-3927-9881, Charles M. Baugh Biomedical Library at the University of South Alabama)
Ano2026
Volume31
Fascículo1
Páginas2687304-2687304
Data de publicação2026-12-31
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoMedical Education Online (JOURNAL)
Identificadores do periódicoISSN: 1087-2981 • E-ISSN: 1087-2981
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10872981.2026.2687304
PMID42298836
OpenAlexW7164909750
IdiomaEN
Referências citadas163

PURPOSE: Wanting to implement a sustainable learner coaching program in academic medicine and prior exposure to coaching initiatives raised questions, including planning, implementation and assessment, and resource allocation. This scoping review examines coaching across medical learners, reported program elements, success factors, and barriers. METHODS: Following the PRISMA-ScR guidelines, which were informed by Levac et al. on Arksey and O'Malley's framework and Braun and Clarke's thematic analysis, PubMed, Scopus, and ERIC were searched through May 2024. Articles were screened, the data were extracted and coded. The mixed methods analysis included descriptive statistics and thematic analysis. Themes/domains were developed and refined through consensus. RESULTS: = 43). Six domains emerged: overview/general, coaching program related, coaching process related, coaching outcomes, coaching success factors, and coaching barriers. The articles reflected a broad conceptualization of coaching in academic medicine. Coaching programs varied in structure but commonly aimed to support competency, wellness, interpersonal skills, and self-directed learning. Reporting on coach recruitment, training, and compensation was inconsistent. Coaching processes incorporated reflection, goal setting, and observation. The coaching outcomes encompassed skills development and personal and professional growth. Success factors included institutional support and coach training; barriers involved time constraints, role ambiguity, and coachee readiness. CONCLUSIONS: Coaching is increasingly used in academic medicine to address diverse and evolving learner needs across settings, within the United States and internationally. This review reveals the conceptual breadth and structural variability of coaching programs and the flexibility of coaching as a practice for individualizing learner success. The findings offer insights and serve as a resource for institutions seeking to develop, implement, or refine coaching initiatives

Coaching · Conceptualization · Interpersonal communication · Professional development · Thematic analysis · Coaching Methods and Impact · Innovations in Medical Education · Mentoring and Academic Development