What do we know about coaching in medical education? A literature review.
Identifieur interne : 000685 ( Main/Exploration ); précédent : 000684; suivant : 000686What do we know about coaching in medical education? A literature review.
Auteurs : Ben Lovell [Royaume-Uni]Source :
- Medical education [ 1365-2923 ] ; 2018.
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Abstract
CONTEXT
Coaching has been employed successfully in the competitive sports, professional music, and business and corporate worlds. It is now emerging as a training modality in medical education.
OBJECTIVES
This paper reviews the current evidence on coaching strategies for doctors and medical students.
METHODS
An applied literature search was conducted in PubMed, MEDLINE and Web of Science. Predetermined definitions of coaching interventions and their evaluations were used to narrow 993 papers down to 21, which were included in the final review. The 21 papers were critiqued with reference to validated scoring metrics.
RESULTS
There are many papers discussing the merits of coaching in the world of medicine, but few evaluations of coaching interventions. Existing coaching methodologies can be broadly summarised into three categories: coaching for doctor/student well-being and resilience; coaching for improved non-technical skills, and coaching for technical skills. Identification of suitable papers for inclusion is complicated by theoretical uncertainty regarding coaching: many papers use the term as a synonym for teaching or mentoring. The strongest evidence for coaching lies in the teaching of technical skills.
CONCLUSIONS
There is weak- to medium-strength evidence to support coaching as a method of improving doctor well-being and enhancing non-technical skills, although the evidence base is limited as a whole. This review identifies strong evidence to support coaching as a method to improve technical skills. There is great scope for further studies investigating the power of coaching in medical students and doctors.
DOI: 10.1111/medu.13482
PubMed: 29226349
Affiliations:
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A literature review.</title><author><name sortKey="Lovell, Ben" sort="Lovell, Ben" uniqKey="Lovell B" first="Ben" last="Lovell">Ben Lovell</name><affiliation wicri:level="3"><nlm:affiliation>Department of Acute Medicine, University College London Hospitals National Health Service (NHS) Foundation Trust, London, UK.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Acute Medicine, University College London Hospitals National Health Service (NHS) Foundation Trust, London</wicri:regionArea><placeName><settlement type="city">Londres</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Grand Londres</region></placeName></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2018">2018</date><idno type="RBID">pubmed:29226349</idno><idno type="pmid">29226349</idno><idno type="doi">10.1111/medu.13482</idno><idno type="wicri:Area/Main/Corpus">000872</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000872</idno><idno type="wicri:Area/Main/Curation">000872</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000872</idno><idno type="wicri:Area/Main/Exploration">000872</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">What do we know about coaching in medical education? A literature review.</title><author><name sortKey="Lovell, Ben" sort="Lovell, Ben" uniqKey="Lovell B" first="Ben" last="Lovell">Ben Lovell</name><affiliation wicri:level="3"><nlm:affiliation>Department of Acute Medicine, University College London Hospitals National Health Service (NHS) Foundation Trust, London, UK.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Acute Medicine, University College London Hospitals National Health Service (NHS) Foundation Trust, London</wicri:regionArea><placeName><settlement type="city">Londres</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Grand Londres</region></placeName></affiliation></author></analytic><series><title level="j">Medical education</title><idno type="eISSN">1365-2923</idno><imprint><date when="2018" type="published">2018</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Clinical Competence (MeSH)</term><term>Education, Medical (methods)</term><term>Faculty, Medical (MeSH)</term><term>Health Knowledge, Attitudes, Practice (MeSH)</term><term>Humans (MeSH)</term><term>Learning (MeSH)</term><term>Mentoring (MeSH)</term><term>Students, Medical (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Apprentissage (MeSH)</term><term>Compétence clinique (MeSH)</term><term>Connaissances, attitudes et pratiques en santé (MeSH)</term><term>Corps enseignant et administratif en médecine (MeSH)</term><term>Enseignement médical (méthodes)</term><term>Humains (MeSH)</term><term>Mentorat (MeSH)</term><term>Étudiant médecine (MeSH)</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Education, Medical</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Enseignement médical</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Clinical Competence</term><term>Faculty, Medical</term><term>Health Knowledge, Attitudes, Practice</term><term>Humans</term><term>Learning</term><term>Mentoring</term><term>Students, Medical</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Apprentissage</term><term>Compétence clinique</term><term>Connaissances, attitudes et pratiques en santé</term><term>Corps enseignant et administratif en médecine</term><term>Humains</term><term>Mentorat</term><term>Étudiant médecine</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>CONTEXT</b></p><p>Coaching has been employed successfully in the competitive sports, professional music, and business and corporate worlds. It is now emerging as a training modality in medical education.</p></div><div type="abstract" xml:lang="en"><p><b>OBJECTIVES</b></p><p>This paper reviews the current evidence on coaching strategies for doctors and medical students.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>An applied literature search was conducted in PubMed, MEDLINE and Web of Science. Predetermined definitions of coaching interventions and their evaluations were used to narrow 993 papers down to 21, which were included in the final review. The 21 papers were critiqued with reference to validated scoring metrics.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>There are many papers discussing the merits of coaching in the world of medicine, but few evaluations of coaching interventions. Existing coaching methodologies can be broadly summarised into three categories: coaching for doctor/student well-being and resilience; coaching for improved non-technical skills, and coaching for technical skills. Identification of suitable papers for inclusion is complicated by theoretical uncertainty regarding coaching: many papers use the term as a synonym for teaching or mentoring. The strongest evidence for coaching lies in the teaching of technical skills.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>There is weak- to medium-strength evidence to support coaching as a method of improving doctor well-being and enhancing non-technical skills, although the evidence base is limited as a whole. This review identifies strong evidence to support coaching as a method to improve technical skills. There is great scope for further studies investigating the power of coaching in medical students and doctors.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">29226349</PMID><DateCompleted><Year>2018</Year><Month>10</Month><Day>29</Day></DateCompleted><DateRevised><Year>2018</Year><Month>10</Month><Day>29</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1365-2923</ISSN><JournalIssue CitedMedium="Internet"><Volume>52</Volume><Issue>4</Issue><PubDate><Year>2018</Year><Month>04</Month></PubDate></JournalIssue><Title>Medical education</Title><ISOAbbreviation>Med Educ</ISOAbbreviation></Journal><ArticleTitle>What do we know about coaching in medical education? A literature review.</ArticleTitle><Pagination><MedlinePgn>376-390</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1111/medu.13482</ELocationID><Abstract><AbstractText Label="CONTEXT">Coaching has been employed successfully in the competitive sports, professional music, and business and corporate worlds. It is now emerging as a training modality in medical education.</AbstractText><AbstractText Label="OBJECTIVES">This paper reviews the current evidence on coaching strategies for doctors and medical students.</AbstractText><AbstractText Label="METHODS">An applied literature search was conducted in PubMed, MEDLINE and Web of Science. Predetermined definitions of coaching interventions and their evaluations were used to narrow 993 papers down to 21, which were included in the final review. The 21 papers were critiqued with reference to validated scoring metrics.</AbstractText><AbstractText Label="RESULTS">There are many papers discussing the merits of coaching in the world of medicine, but few evaluations of coaching interventions. Existing coaching methodologies can be broadly summarised into three categories: coaching for doctor/student well-being and resilience; coaching for improved non-technical skills, and coaching for technical skills. Identification of suitable papers for inclusion is complicated by theoretical uncertainty regarding coaching: many papers use the term as a synonym for teaching or mentoring. The strongest evidence for coaching lies in the teaching of technical skills.</AbstractText><AbstractText Label="CONCLUSIONS">There is weak- to medium-strength evidence to support coaching as a method of improving doctor well-being and enhancing non-technical skills, although the evidence base is limited as a whole. This review identifies strong evidence to support coaching as a method to improve technical skills. There is great scope for further studies investigating the power of coaching in medical students and doctors.</AbstractText><CopyrightInformation>© 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Lovell</LastName><ForeName>Ben</ForeName><Initials>B</Initials><Identifier Source="ORCID">0000-0001-8143-6380</Identifier><AffiliationInfo><Affiliation>Department of Acute Medicine, University College London Hospitals National Health Service (NHS) Foundation Trust, London, UK.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D016454">Review</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2017</Year><Month>12</Month><Day>11</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Med Educ</MedlineTA><NlmUniqueID>7605655</NlmUniqueID><ISSNLinking>0308-0110</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D002983" MajorTopicYN="N">Clinical Competence</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D004501" MajorTopicYN="N">Education, Medical</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="Y">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D005180" MajorTopicYN="N">Faculty, Medical</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D007722" MajorTopicYN="Y">Health Knowledge, Attitudes, Practice</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D007858" MajorTopicYN="Y">Learning</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D000071252" MajorTopicYN="Y">Mentoring</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D013337" MajorTopicYN="N">Students, Medical</DescriptorName></MeshHeading></MeshHeadingList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2017</Year><Month>07</Month><Day>24</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2017</Year><Month>09</Month><Day>07</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2017</Year><Month>09</Month><Day>18</Day></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2017</Year><Month>12</Month><Day>12</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2018</Year><Month>10</Month><Day>30</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2017</Year><Month>12</Month><Day>12</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">29226349</ArticleId><ArticleId IdType="doi">10.1111/medu.13482</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>Royaume-Uni</li></country><region><li>Angleterre</li><li>Grand Londres</li></region><settlement><li>Londres</li></settlement></list><tree><country name="Royaume-Uni"><region name="Angleterre"><name sortKey="Lovell, Ben" sort="Lovell, Ben" uniqKey="Lovell B" first="Ben" last="Lovell">Ben Lovell</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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