Evidence map›Paper›PMID 41911426›Full record

ArticleInternational journal of medical education2026

Developing a self-determination theory-informed coaching framework for the transition to residency.

Margaret Wolff, Matthew Kelleher, Luan Lawson, Noriko Anderson, William B Cutrer, Benjamin Kinnear, Cindy Lai, Chemen Neal, Archana Pradhan, Maya Sardesai and 2 more

Abstract read
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In one paragraph

Article in International journal of medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors.

Margaret WolffDepartment of Emergency Medicine and Pediatrics, University of Michigan Medical School, USA.
Matthew KelleherDepartments of Pediatrics and Internal Medicine, University of Cincinnati College of Medicine, USA.
Luan LawsonMedical Education and Student Affairs, Virginia Commonwealth University School of Medicine, USA.
Noriko AndersonDepartment of Neurology, University of California, San Francisco, USA.
William B CutrerUndergraduate Medical Education and Professor of Pediatrics, Vanderbilt University School of Medicine, USA.
Benjamin KinnearDepartment of Pediatrics and Internal Medicine, University of Cincinnati College of Medicine, USA.
Cindy LaiDepartment of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USA.
Chemen NealObstetrics and Gynecology, Indiana University School of Medicine, USA.
Archana PradhanDepartment of Obstetrics, Gynecology, and Reproductive Sciences, Robert Wood Johnson School of Medicine, USA.
Maya SardesaiOtolaryngology, Head and Neck Surgery, University of Washington School of Medicine, USA.
Sally SantenEmergency Medicine and Medical Education, University of Cincinnati College of Medicine, USA.
Jean KligEmergency Medicine and Pediatrics, Harvard Medical School, Boston, Massachusetts, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objectives: To develop and content-validate a consensus-based, Self-Determination Theory (SDT)-informed single-session coaching framework for the transition from medical school to residency (TTR). Methods: We conducted a modified Delphi study with 13 medical educators from 11 U.S. medical schools, purposively sampled for diversity of geography, institutional type, and coaching infrastructure. Eligibility required experience coaching in medical education. Using a nominal group technique, panelists generated 125 prompts and 12 skills across the coaching arc (opening, exploring, planning, closing). Duplicates were consolidated by consensus rules. In Round 1, panelists rated items on a 1-10 scale; consensus was >80% rating 9-10. In Rounds 2-3, binary yes/no voting determined inclusion or exclusion. Quantitative analysis included medians, interquartile ranges, and Kendall's coefficient of concordance (W) for Round 1. Qualitative comments were analyzed with rapid content analysis to guide revisions. Results: All panelists completed each round (100% retention). In Round 1, 17 questions and 2 skills met consensus (median = 9, IQR 0-1; W = 0.78). Round 2 retained 2 questions and 1 skill, and excluded 62 items. Round 3 added 6 questions and 1 skill, yielding a final framework of 25 prompts and 4 skills. Prompts were distributed across phases (opening 5, exploring 9, planning 7, closing 4) and mapped to SDT needs (autonomy 9, competence 8, relatedness 8). Panelists affirmed clarity, feasibility, and acceptability for non-coach faculty. Conclusions: This consensus-derived framework provides a pragmatic, SDT-grounded tool for coaching at the TTR. Future studies should evaluate feasibility, fidelity, and learner outcomes.

Indexed as

Education, MedicalInternship and ResidencyMentoringPersonal AutonomyConsensusDelphi TechniqueHumansUnited Statescoachingdelphi methodmedical educationprofessional identity formationself-determination theory

Identifiers

PMID41911426
PMCPMC13563275

What OpenQuestion holds

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Registered trials

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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.