ArticleBMC medical education2026
Exploring peer coaching needs in a pediatrics residency program with faculty coaching.
Article in BMC 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.
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Authors and funding
6 authors.
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Abstract
backgroundAcademic coaching in graduate medical education utilizes observation and individualized goal setting to promote self-directed learning and performance improvement. Most academic coaching models are hierarchical (i.e., senior coach and junior coachee). Peer coaching is a unique growth opportunity for academic coaching. However, facilitators and barriers to implementing peer coaching, as well as which clinical and professional domains could be most helpful, remain undefined. We aimed to explore the current attitudes, promoters, and barriers of peer coaching among pediatric residents participating in academic coaching.
methodsWe conducted a cross-sectional descriptive study of all pediatric and child neurology residents at a freestanding children's hospital in 2025. Residents were anonymously surveyed on their current understanding, use of, and desire for further development of peer coaching. Residents were also allowed to indicate preference for a faculty or peer coach in thematic areas amenable to academic coaching.
resultsA total of 23/37 residents (62%) responded and represented all post-graduate years. Most respondents (70%) indicated prior participation in peer coaching, as coach or coachee, in a clinical setting. 73% reported peer coaching as a favorable experience and 86% expressed a desire for additional peer coaching training. Residents preferred peer coaches in thematic areas pertaining to time management (59%) and wellness (45%).
conclusionsPeer coaching may be acceptable to pediatric residents for augmenting faculty-led academic coaching programs and curricula focused on time management and wellness as opposed to clinical skills may be most welcomed. Programs should support the scheduling of coaching activities and ensure time is available to overcome barriers perceived by trainees.
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