ArticleMedEdPORTAL : the journal of teaching and learning resources2024
Coachability: A Longitudinal Curriculum to Promote Medical Students' Growth Mindset, Feedback Utilization, and Resilience.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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.
Who cites it
1 citing paper in PubMed.
- A Pediatric Resident Physician Coaching Program With Faculty Retreat Developed in Partnership With a Master Certified Coach.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: The concept of medical student coachability, adapted from athletics and business management, offers a framework for characterizing students' roles as clinical learners. We defined coachability as effectively seeking, receiving, and using feedback-even negative feedback-to change behavior and reach learning goals. To facilitate success in our clinical clerkships, we sought to empower preclerkship students' capacity to be coached. Methods: Our curriculum comprised two large-group presentations and three small-group seminars totaling approximately 5 hours, distributed over 2 years: a year 1 orientation, a year 2 refresher, and a longitudinal year 2 seminar series. Medical students designed and first implemented the curriculum under faculty supervision in academic year (AY) 2015-2016 and have continuously managed and run it since. The AY 2022-2023 curriculum management team evaluated the curriculum cross-sectionally via student survey and focus groups. Results: Approximately 575 students have completed the curriculum since 2015. Immediately following curriculum delivery, AY 2022-2023 year 2 students (response rate: 70%-97%) rated it a valuable educational experience and described plans to implement the lessons learned in their clerkship. Focus group participants (eight clerkship students who participated in the coachability curriculum in AY 2021-2022) reported using coachability strategies to positive effect for their clinical learning and well-being. Discussion: Our curriculum's flexible, modular format facilitates adoption by others. Future development could expand coachability offerings across the continuum of medical school. However, the curriculum should remain led by students passionate about medical education and willing to try new things to continuously adapt content and instructional strategies.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.