Document Type

Data

Department

College of Medicine

Description

The data in this file support the findings of the following study.

Purpose: Wanting to implement a sustainable learner coaching program in academic medicine and prior exposure to coaching initiatives raised questions including planning, implementation and assessment, and resource allocation. This scoping review examines coaching across medical learners, reported program elements, success factors, and barriers.

Methods: Following PRISMA-ScR guidelines, informed by Levac et al. on Arskey and O’Malley’s framework and Braun and Clarke’s thematic analysis, PubMed, Scopus, and ERIC was searched through May 2024. Articles were screened, data extracted, and coded. A mixed methods analysis included descriptive statistics and thematic analysis. Themes/domains were developed and refined through consensus.

Results: Of 801 articles screened, 141 were included for analysis. Coaching publications in academic medicine have increased, peaking in 2023 (n=20). Most articles focused on competency-based coaching (n=91), followed by learner wellness (n=26). Coaching was more frequently studied in GME (n=92), with overlaps in UME (n=64) and faculty (n=43). Six domains emerged: overview/general, coaching program related, coaching process related, coaching outcomes, coaching success factors, and coaching barriers. The articles reflected a broad conceptualization of coaching in academic medicine. Coaching programs varied in structure but commonly aimed to support competency, wellness, interpersonal skills, and self-directed learning. Reporting on coach recruitment, training, and compensation was inconsistent. Coaching processes incorporated reflection, goal setting, and observation. Coaching outcomes encompassed skills development, and personal and professional growth. Success factors included  institutional support and coach training; barriers involved time constraints, role ambiguity, and coachee readiness.

Conclusions: Coaching is increasingly used in academic medicine to address diverse and evolving learner needs across settings, within the United States and internationally. This review reveals the conceptual breadth and structural variability of coaching programs, and flexibility of coaching as a practice for individualizing learner success. The findings offer insights and serve as a resource for institutions seeking to develop, implement, or refine coaching initiatives.

Collection Date

2-2026

File Format

Excel .xlsx

Project Start Date - End Date

May 1, 2024 - May 31, 2024

Language

English

Comments

The authors report there are no competing interests to declare.

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