Can We Coach Resilience? An Evaluation of Professional Resilience Coaching as a Well-Being Initiative for Surgical Interns

Song, Yun Seon; Swendiman, Robert A.; Shannon, Adrienne B.; Torres-Landa, Samuel; Khan, Faisal N.; Williams, Noel N.; Dumon, Kristoffel R.; Brooks, Ari D.; DeMatteo, Ronald P.; Aarons, Cary B.

doi:10.1016/j.jsurg.2020.04.014

Cited by 24 publications

(32 citation statements)

References 26 publications

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“…There was a considerable variety in the background of instructors which included residents, psychologists, social workers, chaplain, and staff physicians. Only two studies were facilitated by trained resilience instructors [97,105].…”

Section: Training Methodsmentioning

confidence: 99%

“…I don't feel like there's anyone else in the program that I'd be willing to reveal that stuff to. And talking to each other is helpful, but it doesn't have that degree of separation" [105]. Similar trend of having a venue to openly discuss personal issues with peers was repeated in Pereira et al (2015), Bird et al (2017) and Tucker et al (2017) as the participants felt the resilience curriculum provided a unique opportunity to build a community of shared experiences that allowed validation of participants' worries and hardships.…”

Section: Feasibility and Acceptabilitymentioning

confidence: 96%

“…No additional studies were identified after a manual screening of reference lists of the included studies. In total, 21 studies that fully satisfied the previously stipulated eligibility criteria were included in this review [57,[86][87][88][89][90][91][92][93][94][95][96][97][98][99][100][101][102][103][104][105].…”

Section: Study Selectionmentioning

confidence: 99%

“…In terms of curriculum duration, some participants indicated that resilience curricula should be implemented across all years of residency, as resilience skills and techniques may be more instrumental in later years with added stressors and clinical responsibilities [105]. Similarly, 75% of participants stated that the resilience curricula should continue in the following year [94].…”

Section: Feasibility and Acceptabilitymentioning

confidence: 99%

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Addressing the physician burnout epidemic with resilience curricula in medical education: a systematic review

et al. 2021

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Background A variety of stressors throughout medical education have contributed to a burnout epidemic at both the undergraduate medical education (UGME) and postgraduate medical education (PGME) levels. In response, UGME and PGME programs have recently begun to explore resilience-based interventions. As these interventions are in their infancy, little is known about their efficacy in promoting trainee resilience. This systematic review aims to synthesize the available research evidence on the efficacy of resilience curricula in UGME and PGME. Methods We performed a comprehensive search of the literature using MEDLINE, EMBASE, PsycINFO, Educational Resources Information Centre (ERIC), and Education Source from their inception to June 2020. Studies reporting the effect of resilience curricula in UGME and PGME settings were included. A qualitative analysis of the available studies was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Risk of bias was assessed using the ROBINS-I Tool. Results Twenty-one studies met the inclusion criteria. Thirteen were single-arm studies, 6 quasi-experiments, and 2 RCTs. Thirty-eight percent (8/21; n = 598) were implemented in UGME, while 62 % (13/21, n = 778) were in PGME. There was significant heterogeneity in the duration, delivery, and curricular topics and only two studies implemented the same training model. Similarly, there was considerable variation in curricula outcome measures, with the majority reporting modest improvement in resilience, while three studies reported worsening of resilience upon completion of training. Overall assessment of risk of bias was moderate and only few curricula were previously validated by other research groups. Conclusions Findings suggest that resilience curricula may be of benefit to medical trainees. Resilience training is an emerging area of medical education that merits further investigation. Additional research is needed to construct optimal methods to foster resilience in medical education.

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Section: Training Methodsmentioning

confidence: 99%

Section: Feasibility and Acceptabilitymentioning

confidence: 96%

Section: Study Selectionmentioning

confidence: 99%

Section: Feasibility and Acceptabilitymentioning

confidence: 99%

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Addressing the physician burnout epidemic with resilience curricula in medical education: a systematic review

et al. 2021

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“…The management of second victim syndrome and mitigation of burnout (177,192) includes promotion of emotional management (193), ethics education, creating safe spaces for honest interchange (194,195) with peers and mentors (196), and coaching (197,198). Mindfulness-based interventions have proven to help healthcare professionals build moral resilience and gain a greater comfort being present with dying.…”

Section: Personal and Professional Growth And Integrationmentioning

confidence: 99%

Primary palliative care for surgeons: a narrative review and synthesis of core competencies

Marterre¹,

Kopecky²,

Miller

2022

Ann Palliat Med

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Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

Jansen,

Czabanowska,

de Pagter

et al. 2024

Health Planning & Management

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BackgroundThe European Union faces severe and worsening personnel shortages in healthcare. Coaching has emerged as a human‐centred strategy to enhance sustainable employment and retention. While the number of efficacy studies on coaching continues to grow, knowledge about the barriers and facilitators to implementing coaching interventions among healthcare professionals (HCPs) remains scarce.ObjectivesThis systematic review aimed to describe common barriers and facilitators to the implementation of coaching interventions for HCPs.MethodsIn April 2023, five databases were searched for eligible articles. Barriers and facilitators were systematically identified and mapped onto the constructs of the Consolidated Framework for Implementation Research (CFIR). Directed content analysis yielded thematic areas and a reporting frequency.ResultsA total of thirty (n = 30) studies were included in this review, representing twenty‐five (n = 25) distinct coaching programmes. Implementation determinants were clustered under two CFIR domains: the Inner Setting (8 facilitators, 5 barriers) and Implementation Process (6 facilitators, 1 barrier). Barriers included (i) limited organisational capacity, (ii) lack of psychological safety, (iii) competing work demands, and (iv) insufficient leadership buy‐in, while facilitators were the (i) allocation of protected time for participants and coaches, (ii) promotion through opinion leaders, (iii) embeddedness in existing Continuous Professional Development programmes, and (iv) programme co‐creation.ConclusionThe findings of this study provide practical insights to guide the future implementation of coaching interventions at an organisational level. In particular, the identified barriers and facilitators suggest, for optimal efficacy and sustainment, coaching interventions must be implemented within a safe, supportive organisational climate.

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Can We Coach Resilience? An Evaluation of Professional Resilience Coaching as a Well-Being Initiative for Surgical Interns

Cited by 24 publications

References 26 publications

Addressing the physician burnout epidemic with resilience curricula in medical education: a systematic review

Addressing the physician burnout epidemic with resilience curricula in medical education: a systematic review

Primary palliative care for surgeons: a narrative review and synthesis of core competencies

Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

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