Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

Elster, Martha J.; O’Sullivan, Patricia; Muller-Juge, Virginie; Sheu, Leslie; Kaiser, Sunitha V.; Hauer, Karen E.

doi:10.1007/s40037-021-00676-7

Cited by 8 publications

(9 citation statements)

References 48 publications

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“…Elster et al's previously mentioned mixed methods analyses found that nearly 2/3 of academic physicians who were trained and paid to coach medical students met criteria for burnout on the MBI. It is unclear why rates of burnout in Elster's study are different from ours, though there are likely factors specific to the institution or setting [7].…”

Section: Discussioncontrasting

confidence: 73%

“…Both Elster et al's and Brooks et al's studies of medical student coaches revealed similar themes that could contribute to a coach's professional satisfaction or fulfillment, such as guiding struggling trainees, building a longitudinal relationship, and observing their successes [6,7]. Coaches in both studies were challenged by the fragmentation of one's professional identity due to the coaching role and the expectations and burden this carried.…”

Section: Discussionmentioning

confidence: 92%

“…A mixed methods study from 2021 by Elster et al found that a higher proportion of medical student coaches was burned out compared to physician faculty with administrative roles. The coaches in this study also felt challenged by the high emotional output required to support students [7]. Neither of these studies investigated the change from before-to-after coaching.…”

Section: Introductionmentioning

confidence: 84%

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The experience of academic physician coaches in a professional development coaching program

et al. 2022

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Purpose The Professional Development Coaching Program (PDCP) is a physician coaching program founded on the principles of positive psychology that has been shown to improve burnout and well-being in residents. The experience of the physician faculty coaches is not well understood. We studied the impact of a longitudinal coaching intervention on the experience of coaches. Methods From 2017 to 2019, faculty from Surgery, Pediatrics, and Medicine at an academic medical center participated as coaches in the PDCP. Coaches underwent training in positive psychology and coaching skills and coached trainees for one or two years. Surveys were performed at baseline, after 1 year (EOY-1), and after 2 years of coaching (EOY-2). Outcomes include burnout and professional fulfillment (Stanford Professional Fulfillment Index), well-being (PERMA), and experience with coaching skills. Surveys from each timepoint were paired and analyzed through bivariate analyses and multivariate linear regression. Results Of the 136 coaches who participated, 44% submitted sufficient data for paired analysis. There was no change from pre-to post-in primary outcomes on bivariate analysis. On linear regression, burnout and PERMA scores declined from baseline but did not change from EOY-1 to EOY-2. Coaches reported increased coping skills on EOY surveys compared to baseline. Confidence with coping skills was associated with low burnout, high professional fulfillment, and high PERMA. Conclusions These findings create a profile of physician coaches and demonstrate both the benefits and changes in burnout and well-being that they experience. Larger studies with comparison groups can further explore the effects of coaching on the coach.

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Section: Discussioncontrasting

confidence: 73%

Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 84%

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The experience of academic physician coaches in a professional development coaching program

et al. 2022

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“…Prior research has primarily focused on coaching models 10,47 and on the effects of coaching on the trainees being coached. 12,16,18,20,48,49 Recently, a few studies 21,23 21 which demonstrated the importance of community for coach learning. 50 Our findings go further and highlight the multiple communities in which coaches learned across their landscapes of practice.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Coaching Pediatric Residents on Faculty Coaches’ Relationships, Learning, and Professional Identity Formation

et al. 2022

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Purpose Coaching programs have been implemented in medical education to improve skill development and feedback for trainees. As more faculty take on coaching roles, it is critical to understand how being a coach affects faculty as well as trainees. This study examined the effects of coaching residents on faculty members’ relationships, learning, and professional identity formation (PIF), as they move through intersecting communities across landscapes of practice. Method From July 2020 to January 2021, the authors conducted a mixed-methods study of current and former coaches at 2 institutions with longitudinal pediatric resident coaching programs. They used a concurrent triangulation design in which qualitative and quantitative data were collected simultaneously and integrated during data analysis. A survey explored the impact of coaching on faculty members’ learning, relationships, and PIF, and semistructured interviews further examined coaches’ experiences. The interview transcripts were analyzed inductively guided by the sensitizing principles of PIF and landscapes of practice. Results Of 43 eligible coaches, 32 (74%) completed the survey, and 18 completed interviews. Four themes emerged from the interviews. (1) Coaches’ relationships supported belonging in multiple communities. (2) Coaching enabled multidimensional learning. (3) Relationships served as mechanisms of learning for coaches. (4) Coaches’ relationships and learning catalyzed PIF. Furthermore, there was a significant difference in the effects of coaching on career growth by faculty rank (P = .02). Coaches’ strengthened PIF increased a sense of purpose, meaning, and professional fulfillment, and inspired new career directions. Survey data further supported these findings. Conclusions Being a coach deepened faculty members’ professional identities through their varied relationships, multidimensional learning, and sense of belonging in intersecting communities. This study introduces a framework to understand the factors mediating coaches’ PIF and highlights how investing in coaching leads to important benefits for coaches.

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“…Self-efficacy functions as an individual's energy to drive effort and persevere in achieving predetermined results. Self-efficacy is a faculty motivator that is strongly associated with job satisfaction and negatively with burnout [3]. Self-efficacy is the basis for individuals to give birth to innovation and creativity alternatives.…”

Section: Introductionmentioning

confidence: 99%

Positive Behavior Values to Improve Student Self-Efficacy: A Case Study in Islamic Boarding Schools

Naqiyah

2022

Open Access Maced J Med Sci

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Student self-efficacy is related to the belief of individuals doing daily activities in boarding schools. This study aims to describe the positive behavior performed by Kiai and Nyai to improve student self-efficacy. Research Methods use qualitative methods with case studies. Data is obtained by interviews, observations and documentation. Data analysis uses content analysis. The results showed that Kiai and Nyai's positive behavior could improve students' self-efficacy. Examples of Kiai and Nyai's behavior include giving positive values such as honesty, patience, gratitude, self-acceptance, and self-assessment. The increase in student self-efficacy can start with oneself solving problems encountered in school. Kiai and Nyai as role models and behaviors of Islamic values can be applied by counselors to change students in a better direction to be happy. The implication is that counselors need to set an example, strengthening students' positive values so as to increase self-efficacy

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Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

Cited by 8 publications

References 48 publications

The experience of academic physician coaches in a professional development coaching program

The experience of academic physician coaches in a professional development coaching program

The Effects of Coaching Pediatric Residents on Faculty Coaches’ Relationships, Learning, and Professional Identity Formation

Positive Behavior Values to Improve Student Self-Efficacy: A Case Study in Islamic Boarding Schools

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