Teaching GP trainees to use health coaching in consultations with patients: evaluation of a pilot study

Ahluwalia, Sanjiv; Silva, Debra de; Kumar, Sonia; Viney, Rebecca; Chana, Nav

doi:10.1080/14739879.2013.11494212

Cited by 9 publications

(7 citation statements)

References 1 publication

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“…'The First 500' report evaluated 500 doctors and dentists who participated in the opening two years of a bespoke service in the London deanery [18]. Several UK studies have shown varied benefits of coaching including: increased confidence chairing meetings, strategic thinking, interpersonal relationships and conflict management [19]; self-change, self-development, and self-reflection [20]; increased awareness, improved attitude, adapting a new mind-set, and an increased enjoyment of work [21]. The NHS England Coaching Pilot of GPs studied doctors who were actively considering leaving or had recently returned to the profession after a break, by asking them to rate their likelihood of leaving the profession both before and after coaching -the resultssuggested that it had, in all probability, reduced the incidence of loss to the profession [22].…”

Section: Resultsmentioning

confidence: 99%

Developing excellent leaders - the role of Executive Coaching for GP specialty trainees

Harte

McGlade

2018

Education for Primary Care

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Given an increasingly complex healthcare environment, doctors need to rise to the challenges of leadership. Executive coaching offers innovative and workable means of realising excellence in leadership. Coaching creates an empowering, 'high challenge, high support' environment for significant growth. This study sought to determine general practice (GP) specialty trainee (ST3) knowledge of coaching, views on leadership training, and reflections on the experience of receiving coaching. All GP ST3s in one UK region completed a questionnaire about coaching and developing leadership abilities. Six received professional coaching sessions, followed by a semi-structured interview. Baseline knowledge of coaching was sparse. Trainees felt under-equipped for leadership, but were keen to develop themselves. The short intervention appeared to result in a shift in leadership mind-set in four key areas: courage, passion, impact, and vision. A new enthusiasm was apparent, as well as a willingness and desire to increase leadership responsibilities. This is the first UK study examining professional executive face-to-face coaching as an educational method for doctors. Coaching helps provide leadership 'language' and 'identity'. It appears to 'name' clients as 'leaders' and challenges 'imposter phenomenon'. Coaching provided bespoke, deep, experiential learning, with transferable benefits not otherwise available in the Specialty Training programme.

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Section: Resultsmentioning

confidence: 99%

Developing excellent leaders - the role of Executive Coaching for GP specialty trainees

Harte

McGlade

2018

Education for Primary Care

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“…Significant tensions were identified as practitioners attempted to move towards a more person‐centred approach which emphasizes the expertise held by the individual, while also trying to understand what this meant for how they used their own expertise. Other health coaching intervention studies found that some professionals reported already using a biopsychosocial approach and felt coaching aligned well with their role, while others who conceived their roles to be about providing professional advice and who wished to do what they felt was best for their patients found a coaching approach more challenging to integrate 16,18,54 …”

Section: Discussionmentioning

confidence: 99%

“…Internationally, notably in the United States, there has been a focus on developing health coaches who work alongside other health‐care professionals 15 . In the UK, there has been increasing interest in training a range of health professionals to integrate health coaching skills into their routine consultations 16–18 . Health coaches are expected to hold an unconditional positive regard for those with whom they work and to believe in those people's expertise and capacity to change 19,20 .…”

Section: Introductionmentioning

confidence: 99%

Training in health coaching skills for health professionals who work with people with progressive neurological conditions: A realist evaluation

Davies

Wood

Bullock

et al. 2020

Health Expectations

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Background Supporting people to self‐manage their long‐term conditions is a UK policy priority. Health coaching is one approach health professionals can use to provide such support. There has been little research done on how to train clinicians in health coaching or how to target training to settings where it may be most effective. Objective To develop theories to describe how training health professionals in health coaching works, for whom and in what circumstances, with a focus on those working with people with progressive neurological conditions. Design Realist evaluation using mixed methods (participant observation, pre‐ and post‐training questionnaires, and telephone interviews with participants and trainers). Realist data analysis used to develop and refine theories. Intervention Two 1‐day face‐to‐face training sessions in health coaching with 11 weeks between first and second days. Setting and participants Twenty health‐care professionals who work with people with neurological conditions in the UK, two training facilitators. Results Four theories were developed using context‐mechanism‐outcome configurations to describe how training triggers critical reflection; builds knowledge, skills and confidence; how participants evaluate the relevance of the training; and their experiences of implementing the training. Some participants reported a major shift in practice, and others implemented the training in more limited ways. Discussion Fully embracing the role of coach is difficult for health professionals working in positions and settings where their clinical expertise appears most highly valued. Conclusions Training should address the practicality of using coaching approaches within existing roles, while organizations should consider their role in facilitating implementation.

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“…As an emerging educational approach however, there is currently little research on the experience or impacts on medical students involved in health coaching, in particular, how health coaching may contribute to student learning or healthcare delivery. Existing research on health coaching within medical education [7][8][9][10][11] shows that students report high acceptability of health coaching [8,11] and that students can impact patient outcomes through health coaching in specific contexts [11,12]. The aim of this study was to explore in depth the experience of medical students trained in health coaching in primary care settings and their perceptions of impacts on their learning and their approaches to patient care.…”

Section: Introductionmentioning

confidence: 99%

Medical students as health coaches: adding value for patients and students

2020

Self Cite

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Background: Underlying the global burden of chronic disease are common and modifiable risk factors such as unhealthy diet, physical inactivity and tobacco use. Health coaching is being introduced into healthcare as an effective tool in facilitating behaviour change and addressing lifestyle risk factors in patients. Although some medical schools are training students in health coaching, there is little research on this emerging practice. This qualitative study explores the experience and application of health coaching approaches by third year medical students that have been trained in health coaching. Methods: Six focus groups were conducted with medical students (n = 39) who had participated in an experiential health coaching training module and practiced their health coaching skills in primary care settings. Interactive facilitated discussions between students aimed to explore experiences of health coaching, how this related to their ongoing practice, and their perceived impacts of engagement with patients. Data was thematically analysed. Results: Themes emerged around 'mindset', 'skills', 'application of skills', 'perceived value' and 'context'. Training in health coaching prompted a shift towards a non-judgemental, solution-oriented mindset in which students increasingly accepted the ability of each person to define their needs and identify individually appropriate solutions. Mindset change supported skill development in person-centred communication, active listening, and self-refection. Mindset and skills related to changes in how students conducted patient consultations, their practice of selfrefection, and their personal relationships. Perceived value of coaching approaches reinforced mindset. Students described facilitators to their coaching practice, and also tensions due to misalignment between their coaching mindset and ongoing practices in medical education and service delivery. Conclusions: Training medical students in health coaching and supporting them to contribute meaningfully through empowering patients in real-world settings can help develop students' professional identity and a nonjudgemental, solution-oriented mindset and skills in self-reflection, person-centred care and facilitating health behaviour change.

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Teaching GP trainees to use health coaching in consultations with patients: evaluation of a pilot study

Abstract: This is a small pilot with a keen group of GP trainees. Further research is needed to determine if such an approach provides meaningful changes to patient outcomes and whether such approaches are cost-effective.

Cited by 9 publications

References 1 publication

Developing excellent leaders - the role of Executive Coaching for GP specialty trainees

Developing excellent leaders - the role of Executive Coaching for GP specialty trainees

Training in health coaching skills for health professionals who work with people with progressive neurological conditions: A realist evaluation

Medical students as health coaches: adding value for patients and students

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