ArticleAEM education and training2025
A blended approach: How to integrate coaching, mentoring, and advising as a medical educator.
Article 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 3 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
3 citing papers in PubMed.
- Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.AEM education and training · 2026Review
- Resident Perspectives on the Coaching Approach: A Qualitative Analysis of a Longitudinal Coaching Program in an Emergency Medicine Residency.AEM education and training · 2025Article
- A blended approach: How to integrate coaching, mentoring, and advising as a medical educator.AEM education and training · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Medical education faculty often take on the responsibility of helping their learners through professional or personal obstacles to achieve individual success. This can be challenging to navigate given the multiple "hats" that an individual faculty educator may wear, including coach, mentor, and advisor. Medical educators may feel uncertain as to which role may be most effective in any given interaction with a learner. Considering each as a communication strategy with unique skill sets and relational principles, rather than as a rigid role, can allow an educator more flexibility to use each approach in learner interactions. The authors discuss the separate modes of the coaching, mentoring, and advising approaches; the critical differences in relational and behavioral skills used; the potential pitfalls with each approach; and how feedback may fit into this framework. Once each approach is mastered, a medical educator may find it most effective to use a blended approach, weaving all three together intentionally, calling on each skill set as the need arises to support the learner.
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.