ArticleAEM education and training2025
Resident Perspectives on the Coaching Approach: A Qualitative Analysis of a Longitudinal Coaching Program in an Emergency Medicine Residency.
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 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.
- Resident Perspectives on the Coaching Approach: A Qualitative Analysis of a Longitudinal Coaching Program in an Emergency Medicine Residency.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
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Coaching holds great potential for learners in graduate medical education (GME) as the specialty transitions towards competency-based medical education (CBME). Coaching has already demonstrated holding great benefits in a variety of learner performance and well-being metrics. However, there is limited data on learner perceptions of longitudinal GME coaching initiatives. Objective: To provide insight into learner perceptions of a longitudinal coaching program by conducting focus groups consisting of residents from a single emergency medicine residency. Methods: Four semi-structured focus groups were conducted with residents from each post-graduate year. Audio recordings of focus group discussions were transcribed and a thematic analysis utilizing a constructivist approach was conducted. Results: We identified five overarching themes: (1) resident understanding of the coach's role, (2) logistical elements that can affect the effectiveness of the coaching relationship, (3) relational factors that contribute to a successful coaching relationship, (4) resident perceptions of discussion topics and goal creation, and (5) future group opportunities for fostering more personal relationships and professional development. Conclusion: Overall, residents noted several strengths in the longitudinal coaching approach, particularly around feedback reflection and utility, accountability, and goal-setting. There remain areas for improvement when introducing coaching program goals and the faculty coach role, in addition to future considerations around group coaching opportunities.
Identifiers
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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.