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.
This study presents a conceptual construct for elucidating the roles and significance of communities in medical undergraduates. By better understanding the inter- and intra-personal dynamics inherent in this construct, we are better placed to support the welfare of our students and comprehend their social experiences and motivations.
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