ReviewAEM education and training2026
Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.
Review in AEM education and training, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- STFM to Offer New Certificate of Distinction: Adaptive Coaching in Graduate Medical Education (GME).Annals of family medicine · 2026Article
- Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.AEM education and training · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Competency-based medical education (CBME) is a learner-centric and outcomes-based approach to medical training that is essential to improve patient care. Coaching and individualized learning have been proposed to catalyze a core component of CBME, "competency-focused instruction". While coaching and individualized learning hold great theoretical and conceptual benefit to drive future educational initiatives, there remains a paucity of literature on how to incorporate them successfully, particularly in graduate medical education (GME) in Emergency Medicine (EM). A national workgroup of academic EM faculty with expertise in these areas was assembled to identify priority research questions that address key knowledge gaps in the design, delivery, and outcomes of coaching and individualized learning within a CBME framework. Methods: Twelve members with diverse representation convened to conduct a three-round modified Delphi process to help identify high-impact scholarly questions that would inform a discipline-specific research agenda within the broader 2025 Society for Academic Emergency Medicine (SAEM) Consensus Conference on CBME. Results: The final 10 research questions identify a strategic direction to focus future scholarly initiatives relevant to EM and coaching in CBME. Four question categories were identified: coaching effectiveness and outcomes, coaching program design, faculty development and coaching competencies, and learner-centered factors. Implications: The consensus-building process revealed a pivotal period for EM's transition to CBME, with the need for more rigorous, evidence-driven understanding of coaching and individualized learning mechanisms, outcomes, and best practices to optimally prepare faculty and learners for successful implementation. The potential impact of this work not only affects individual learners but brings forth considerations for EM faculty, training programs, and national stakeholders to inform a supportive infrastructure and relevant resources to successfully actualize CBME in EM.
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.