Table 1 Overview of the coaching program and control variables
Sesions | Type | Intervention | Goals | ||
|---|---|---|---|---|---|
- Sesions 1–3 Clinical case and identification of needs | Group Format, 6 groups: - Group 1: 15 participants - Group 2: 16 participants - Group 3: 16 participants - Group 4: 15 participants - Group 5: 16 participants - Group 6: 15 participants Time of sessions: 60 min/per group Frequency of sessions: 1 session/ a week | - Coaches presented clinical cases to each group. - Guided by their teacher/coach, each group prepared an in-depth interview, which chiefly explored the limitations suffered by the patient in their daily life as a result of their illness, the psychological and emotional repercussions of said illness, changes in their social habits, their subjective perception of their current condition. - Students had previously been instructed in the ethical commitments they were required to observe and the patient filled out the informed-consent form, which assured them that their data would remain confidential. At no time were any of the patients’ identifying details disclosed. - Using all of the information gathered from the interview, the students then had to summarise the patient’s key physical, emotional and social needs | - Enhance their emotional intelligence. - Enhance their empathy. - Enabling them to handle stress. - Manage conflicts. Identifying and approaching individual’s negative thinking. - Build more meaningful connections with other. - Improve their communication skills. - Boost self-confidence and self-efficacy. - Enhance team dynamics, foster a sense of unity, and improve the overall performance and productivity of the team. | ||
- Sesions 4–6 Proposed solution | Group Format, 6 groups: - Group 1: 15 participants - Group 2: 16 participants - Group 3: 16 participants - Group 4: 15 participants - Group 5: 16 participants - Group 6: 15 participants Time of sessions: 60 min/per group Frequency of sessions: 1 session/ a week | - Based on the needs that the students had identified in the clinical case, the participants, taking into account the transversal knowledge that they had developed, must propose an action plan. - The action plan was focused on: - Patient priorities, communication, motivation, treatment adherence and satisfaction. | - Goal Setting and Achievement: to set clear, achievable goals and create action plans to reach them. - Make decisions. - Designed a plan to meet, or minimise, the patients’ needs including motivational goal and subjective perspective from the patients. - Enhance team dynamics, foster a sense of unity, and improve the overall performance and productivity of the team. - Application of decision-making and prioritization tools. - Application of techniques learning throughout career. | ||
- Sesions 7–9 Presentation of the clinical case | Group Format, 6 groups: - Group 1: 15 participants - Group 2: 16 participants - Group 3: 16 participants - Group 4: 15 participants - Group 5: 16 participants - Group 6: 15 participants Time of sessions: 60 min/per group Frequency of sessions: 1 session/ a week | - Students gave a presentation in their group, in which they discussed all of the aspects mentioned above. - For their presentations they could use images of the patient or original video footage, adapted in accordance with the confidentiality criteria and with the prior consent of the patient, in order to adequately illustrate their particular clinical cases. - Following this presentation of the clinical cases, they answered questions from their fellow students and the session was opened up for discussion, which was led and guided by the coach teaching staff. | - Leadership Development. - Identifying and approaching individual’s negative thinking. - Enabling them to handle stress. - Manage conflicts. | ||
Control Variables | Value | Quantification | Theorical reason | References | |
Coaching Medium | Principles of the Knowles’ adult learning framework | Elected model | - It focuses on competency-based, learner-driven education. - Methodologies are student-centred and based on the Socratic method that include asking reflective questions. - It is based on the six principles of the adult learning process: adults are internally motivated and can self-direct their learning process, provide life experiences and knowledge to the learning experiences, tend to be objective and oriented towards the aspects relevant, are practical and they like to be respected. | - Lovell B. What do we know about coaching in medical education? A literature review. Med Educ. 2018;52(4):376 − 90. - Shorey S, Ang E, Xin Chua JY, Sun P. Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review. Nurse Educ Today. 2022; 109:105222 - Deiorio NM, Carney PA, Kahl LE, Bonura EM, Juve AM. Coaching: A new model for academic and career achievement. Med Educ Online. 2016;21(1):33,480. - Pollak KI, Gao X, Arnold RM, Arnett K, Felton S, Fairclough DL, Kutner JS. Feasibility of Using Communication Coaching to Teach Palliative Care Clinicians Motivational Interviewing. J Pain Symptom Manage. 2020;59(4):787 − 93. | |
Number of coaching sessions by groups | 9 | Total number of coaching sessions received in each group at the end of the program, provided by the coaches. | - The number of coaching sessions used usually ranges between one and twelve. | - Wolff M, Hammoud M, Santen S, Deiorio N, Fix M. Coaching in undergraduate medical education: a national survey. Med Educ Online. 2020;25(1):1,699,765. - Grover S, Furnham A. Coaching as a Developmental Intervention in Organisations: A Systematic Review of Its Effectiveness and the Mechanisms Underlying It. PLoS One. 2016;11(7):e0159137. | |
Coaching duration | 2 Months | This outcome was calculated as the difference between pre- and post- coaching evaluation, measured in months | - The usual duration of coaching programs ranges between 1.3 and 12 months | - Wolff M, Hammoud M, Santen S, Deiorio N, Fix M. Coaching in undergraduate medical education: a national survey. Med Educ Online. 2020;25(1):1,699,765. - Halliwell PR, Mitchell RJ, Boyle B. Leadership effectiveness through coaching: Authentic and change-oriented leadership. PLoS One. 2023;18(12):e0294953. - Grover S, Furnham A. Coaching as a Developmental Intervention in Organisations: A Systematic Review of Its Effectiveness and the Mechanisms Underlying It. PLoS One. 2016;11(7):e0159137. | |
Coaches age (demographics) | Age range between 27–35 years | This variable was provided by the coaches at the beginning of the study | - In coaching, coaches and students share an equal partnership, a longitudinal relationship is established between student and coach based on trust and respect. - Therefore, we selected younger teachers, with whom students could identify better. - Coaches must collaborate with students in a stimulating and imaginative way to help them optimize their potential, encouraging self-reflection and self-improvement. - Teachers staff completed prior coaching training to avoid role confusion, learn to provide detailed information and feedback, manage group dynamics, and address a variety of topics (personal, family, mental health, academic) relevant to students. - Coaches had to be available and accessible. | - Lovell B. What do we know about coaching in medical education? A literature review. Med Educ. 2018;52(4):376 − 90. - Shorey S, Ang E, Xin Chua JY, Sun P. Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review. Nurse Educ Today. 2022; 109:105222 - Wolff M, Hammoud M, Santen S, Deiorio N, Fix M. Coaching in undergraduate medical education: a national survey. Med Educ Online. 2020;25(1):1,699,765 - Grover S, Furnham A. Coaching as a Developmental Intervention in Organisations: A Systematic Review of Its Effectiveness and the Mechanisms Underlying It. PLoS One. 2016;11(7):e0159137. | |