ReviewAEM education and training2025
The coaching approach in graduate medical education: Practical considerations for program creation and implementation.
Review in AEM education and training, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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
6 citing papers in PubMed.
- Evaluating an interprofessional team coaching program to promote a human-centered ICU environment.ATS scholar · 2026Article
- Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.AEM education and training · 2026Review
- Competency-Based Health Professions Education in Evolution: Challenges and Adaptations After Implementation.Perspectives on medical education · 2026Article
- Resident Perspectives on the Coaching Approach: A Qualitative Analysis of a Longitudinal Coaching Program in an Emergency Medicine Residency.AEM education and training · 2025Article
- "From simulation to surgery: exploring variables influencing the translational impact of simulation-based education in neurosurgical competence".BMC medical education · 2025Article
- The coaching approach in graduate medical education: Practical considerations for program creation and implementation.AEM education and training · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Coaching supports many aspects of competency-based medical education, particularly by providing individualized instruction throughout the duration of the training experience. Many of the current recommendations regarding coaching have been established at the undergraduate medical education (UME) level. Although medical training is ideally envisioned as a continuum, trainees in graduate medical education (GME) are exposed to different learning environments, assessment processes, and sometimes more limited resources (institutional vs. departmental funding, personnel, and space) and time than their UME counterparts. These differences have important implications for the coaching approach needed for GME trainees. There are few papers that describe the specific trainee, residency program, and faculty coach characteristics to consider when designing a residency coaching program as well as the difference between a traditional coaching model and a coaching approach in medical education. The authors aim to specifically address coaching in GME and provide practical considerations for creating and implementing a coaching program for residents. Readers can use this as a framework to determine trainee-, program- and institution-specific needs when considering a coaching program for GME trainees.
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.