ReviewMedical education2026
How can I help at this moment? Outlining three generations of coaching for health professions educators.
Review in Medical education, 2026. 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.
- Who coaches the coach? Learners as partners in the co-creation of coaching practice.Medical education · 2026Article
- How can I help at this moment? Outlining three generations of coaching for health professions educators.Medical education · 2026Review
- Feedback as a two-way process: how relational dynamics shape learning in workplace-based training.BMC medical education · 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
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundCoaching is increasingly recognised as a valuable tool in health professions education (HPE), supporting learning, performance, and well-being. Yet, the term 'coaching' is used inconsistently, leading to confusion and limiting its potential impact. In this cross-cutting edge article, the authors draw upon a framework from the sport psychology and organisational development literatures to outline three distinct generations of coaching that can guide HPE away from treating coaching as a unitary construct. In doing so, we strive to clarify coaching's varied purposes and paradigms. THE THREE GENERATIONS FRAMEWORK: Generation 1 emphasises performance management, focusing on goal-setting and problem-solving. Generation 2 shifts towards personal development, leveraging strengths and fostering long-term growth. Generation 3 centers on meaning-making and cultural transformation, prioritising values, identity and reflective dialogue. The authors argue that each generation offers unique benefits and limitations and that coaching in HPE should be deliberately aligned with the learner's context and goals. Through examples from clinical education, they illustrate how different coaching approaches can support technical skill development, professional identity formation and well-being. IMPLICATIONS: Rather than advocating for a single model, the article encourages educators to adopt a flexible, context-sensitive approach to coaching. By understanding the generational distinctions, HPE professionals can better tailor coaching interventions to meet learners' evolving needs and foster sustainable development. As coaching continues to expand in scope and complexity, this framework offers a timely lens for enhancing clarity, intentionality, and impact in health professions education.
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.