Evidence map›Paper›PMID 39179748›Full record

ArticleJournal of clinical psychology in medical settings2024

An Experiential Approach to Training Medical Faculty to Coach: "The Total Experience was Much More Than the Sum of Its Parts".

Binata Mukherjee, Rebecca Smith, Gurupreet Khalsa

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of clinical psychology in medical settings, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Binata MukherjeeFaculty and Professional Development & Internal Medicine, Frederick P. Whiddon College of Medicine, University of South Alabama, CSAB 104, 5795 USA Drive North, Mobile, AL, 36688-0002, USA. bmukherjee@southalabama.edu.ORCID 0000-0002-0723-282X
Rebecca SmithFrederick P. Whiddon College of Medicine, University of South Alabama, Mobile, AL, USA.ORCID 0000-0002-3819-7991
Gurupreet KhalsaDepartment of Counseling and Instructional Sciences, College of Education, Program of Instructional Design and Development, University of South Alabama, Mobile, AL, USA.ORCID 0000-0002-6743-3738

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants' perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.

Indexed as

Faculty, MedicalMentoringProblem-Based LearningAcademic Medical CentersAdultFemaleHumansMaleMiddle AgedPersonal AutonomyQualitative ResearchAcademic medical centerCoach trainingExperiential learningIntentional change theorySelf-determination theory

Identifiers

PMID39179748
PMCPMC11576883

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.