A mixed methods pilot study of an internal coaching program within an academic emergency department
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| Izdano u: | BMC Medical Education vol. 25 (2025), p. 1-11 |
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| Glavni autor: | |
| Daljnji autori: | , , |
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Springer Nature B.V.
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| Online pristup: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 001 | 3227642639 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07357-7 |2 doi | |
| 035 | |a 3227642639 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Myers, Justin G | |
| 245 | 1 | |a A mixed methods pilot study of an internal coaching program within an academic emergency department | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundOver 60% of emergency medicine physicians experience burnout. Professional coaching of physicians may reduce emotional exhaustion and burnout, while improving quality of life and resilience; however, few studies have specifically investigated coaching’s impact on job satisfaction and burnout of emergency physicians. This study assesses the effects of a novel coaching program, which utilized internal professional coaches, on burnout and job satisfaction among emergency physicians in an academic emergency department.MethodsIn January 2022, an internal coaching program commenced for upper-level residents, fellows, and new faculty physicians. Participants engaged in individual coaching sessions, and group coaching sessions (n = 4) were offered to the entire department on a variety of topics (e.g., Leadership, Bedside Teaching). Quantitative data were collected to measure baseline and follow-up burnout and job satisfaction scores via the 2-Question Summative Score of Maslach Burnout Inventory [MBI] and Global Job Satisfaction [GJS] scales, respectively. Qualitative data gathered through surveys were inductively coded, leading to the identification of experiential themes.ResultsThirty-two participants enrolled in individual coaching. Eighty-nine individual coaching sessions were delivered, totaling 69.34 h. Participants received a median of 2 (range:1–6) sessions. Department-wide baseline and follow-up survey response rates were 33.7% and 32.7%, respectively. Among all respondents, burnout symptoms did not change significantly (MBI: t(55) = 2.00, p = 0.15), but job satisfaction declined significantly, with mean GJS scores decreasing from 3.73 (SD = 0.70, 95% CI: 3.49–3.98) to 3.15 (SD = 0.91, 95% CI: 2.82–3.47). When analyzed by coaching participation, no significant differences were found in MBI (t(12) = 2.18, p = 0.71) or GJS (t(10) = 2.23, p = 0.75) scores between participants and non-participants. Thematic analysis highlighted benefits and challenges of the internal coaching program. Identified themes reinforced coaching best practices (e.g., solutions-focused sessions), provided context for future efforts (e.g., maintaining diverse perspectives), and highlighted advantages and disadvantages of internal coaches (e.g., familiarity versus privacy).ConclusionOur pilot study did not demonstrate a reduction in burnout or an increase in job satisfaction. However, internal coaching offers valuable opportunities for academic emergency departments, including unique benefits and challenges. Future research should explore system-level impacts on burnout and job satisfaction during coaching program implementation as well as cost-effectiveness. | |
| 653 | |a Emergency medical care | ||
| 653 | |a Polls & surveys | ||
| 653 | |a Pilot projects | ||
| 653 | |a Training | ||
| 653 | |a Demographics | ||
| 653 | |a Coaching | ||
| 653 | |a Peer tutoring | ||
| 653 | |a Job satisfaction | ||
| 653 | |a Participation | ||
| 653 | |a Confidentiality | ||
| 653 | |a Meetings | ||
| 653 | |a Burnout | ||
| 653 | |a Moral injury | ||
| 653 | |a Program Design | ||
| 653 | |a Professional Training | ||
| 653 | |a Supervision | ||
| 653 | |a Departments | ||
| 653 | |a Physicians | ||
| 653 | |a Leadership | ||
| 653 | |a Data Interpretation | ||
| 653 | |a Program Descriptions | ||
| 653 | |a Goal Orientation | ||
| 653 | |a Program Implementation | ||
| 653 | |a Coaching (Performance) | ||
| 653 | |a Data Analysis | ||
| 653 | |a Full Time Equivalency | ||
| 653 | |a Program Improvement | ||
| 653 | |a Wellness | ||
| 700 | 1 | |a Markwalter, Daniel | |
| 700 | 1 | |a Cyr, Julianne M | |
| 700 | 1 | |a Binz, Nikki | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1-11 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227642639/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
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| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227642639/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |