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Background: Coaching has gained traction in postgraduate medical education to enhance interactions between residents and clinical teachers, but these relationships present unique challenges and tensions. In order to realize the promises of coaching in medical education, we must understand how coaching relationships can be enacted to optimize resident development. The purpose of this study was to explore residents’ perceptions of key characteristics for effective clinical teacher-resident (CT-R) coaching relationships.  Methods: We conducted four focus groups and eight interviews with residents at a Canadian academic center. Using a social constructionist approach, focus groups and interviews were audio recorded, transcribed verbatim, and thematically analyzed.  Results: Residents described three main characteristics that contributed to effective CT-R coaching relationships: safe, meaningful, and collaborative. Residents emphasized that these characteristics needed to be bidirectional in nature to be most effective, in that both the resident and clinical teacher embodied these characteristics.  Conclusions: Residents identified that effective coaching relationships were shaped not only by clinical teacher behaviours, but importantly, the quality of the interpersonal relationship that was fostered. Thus, it is imperative to consider the bidirectional nature of the CT-R coaching relationship when striving to enhance resident development.

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Trust is a key ingredient for the effective functioning of performance-oriented teams. Despite the advancements made pertaining to our understanding of trust, this field has also been described as fragmented at best, with competing schools of thought leading to conceptual confusion. To consolidate this field, exploring the evolution of trust within performance-oriented teams research that has shaped our perspectives to date is worthwhile. A two-phase systematic review process was undertaken. First, a citation network analysis (CNA) was conducted to identify the most prominent authors, articles, and journals. Both descriptive and knowledge structures (i.e., conceptual, intellectual, and social perspectives) of the field were explored. Second, a critical review of the most influential articles identified in the CNA was examined in relation to conceptual contributions. The main themes of the critical review included: (a) dominant trust perspectives, (b) the over-engagement in conceptual developments, (c) early considerations guiding future trust research, and (d) embracing the complexities of trust. Altogether, these findings reinforce the importance of cross-discipline collaboration and purposeful exploration of trust across team contexts, as researchers seek to develop a unified pathway for future trust within performance-oriented teams research.

The purpose of this study was to determine whether the relationship between coach leadership and athlete motivation was moderated by age, gender, competition level, and seasons spent with a coach. This study involved data from two previous studies that explored this relationship yet provides a novel perspective through the lens of important moderators. Three-hundred and three athletes (M age = 17.6 years; SD = 3.20; 49.7% women and 50.3% men) responded to questionnaires pertaining to their coaches' leadership behaviours and their own sport motivation. Multiple regression analyses using moderators were conducted. Age, competition level, and seasons spent with the coach significantly moderated the relationships of interest. Coach transformational leadership predicted intrinsic and extrinsic motivation to a greater extent when athletes were younger than 20.8 and 18.2 years of age, respectively. Further, coach transactional leadership predicted intrinsic and extrinsic motivation to a greater extent when athletes had trained for more than two seasons with their coach. Results emphasize the need to consider athlete characteristics from both research and practitioner perspectives. Herein, we advocate for increased awareness amongst key sport stakeholders on the influence that a coach can have on younger athletes' motivation and the importance of developing coach-athlete relationships over time.