Clinical Improvement Interventions for Residents and Practicing Physicians: A Scoping Review of Coaching and Mentoring for Practice Improvement.
Journal
AEM education and training
ISSN: 2472-5390
Titre abrégé: AEM Educ Train
Pays: United States
ID NLM: 101722142
Informations de publication
Date de publication:
Oct 2019
Oct 2019
Historique:
received:
15
01
2019
revised:
12
03
2019
accepted:
18
03
2019
entrez:
23
10
2019
pubmed:
23
10
2019
medline:
23
10
2019
Statut:
epublish
Résumé
Graduate medical education (GME) bodies are beginning to mandate coaching as an integral part of the learning process, in addition to current requirements for mentorship. Once an emergency medicine physician transitions beyond graduate training, there is no requirement and little focus on coaching as a method of improving or maintaining clinical practice. Our objective was to understand and describe the current state of the published literature with regard to the use of coaching and mentorship for both GME and practicing physicians. We conducted a structured review of the literature through PubMed and Google Scholar and included all articles applying coaching or mentorship modalities to GME trainees or practicing physicians. A Google Form was used for standardized data abstraction. Data were collected pertaining to the settings of intervention, the nature of the intervention, its effect, and its resource requirements. A total of 3,546 papers were isolated during the literature review. After exclusion, 186 underwent full-text review by the authors of which 126 articles were included in the final data analysis. Eighty-two articles (65%) pertained to mentorship and 14 (11%) to coaching; the remainder of the articles discussed a combination or variation of these two concepts. Fifty-three (42%) articles were descriptive studies and 35 (28%) were narrative reviews or commentaries. Forty-seven (37%) articles originated from within surgical specialties and coaching was most commonly applied to procedural or manual skills with 22 (17%) instances among all studies. Most literature on coaching and mentorship is descriptive or narrative, and few papers are in the specialty of emergency medicine. Most interventions are limited to single instances of coaching or mentorship without longitudinal application of the intervention. There is an important need to study and publish further evidence on coaching interventions.
Sections du résumé
BACKGROUND
BACKGROUND
Graduate medical education (GME) bodies are beginning to mandate coaching as an integral part of the learning process, in addition to current requirements for mentorship. Once an emergency medicine physician transitions beyond graduate training, there is no requirement and little focus on coaching as a method of improving or maintaining clinical practice. Our objective was to understand and describe the current state of the published literature with regard to the use of coaching and mentorship for both GME and practicing physicians.
METHODS
METHODS
We conducted a structured review of the literature through PubMed and Google Scholar and included all articles applying coaching or mentorship modalities to GME trainees or practicing physicians. A Google Form was used for standardized data abstraction. Data were collected pertaining to the settings of intervention, the nature of the intervention, its effect, and its resource requirements.
RESULTS
RESULTS
A total of 3,546 papers were isolated during the literature review. After exclusion, 186 underwent full-text review by the authors of which 126 articles were included in the final data analysis. Eighty-two articles (65%) pertained to mentorship and 14 (11%) to coaching; the remainder of the articles discussed a combination or variation of these two concepts. Fifty-three (42%) articles were descriptive studies and 35 (28%) were narrative reviews or commentaries. Forty-seven (37%) articles originated from within surgical specialties and coaching was most commonly applied to procedural or manual skills with 22 (17%) instances among all studies.
CONCLUSIONS
CONCLUSIONS
Most literature on coaching and mentorship is descriptive or narrative, and few papers are in the specialty of emergency medicine. Most interventions are limited to single instances of coaching or mentorship without longitudinal application of the intervention. There is an important need to study and publish further evidence on coaching interventions.
Identifiants
pubmed: 31637353
doi: 10.1002/aet2.10345
pii: AET210345
pmc: PMC6795351
doi:
Types de publication
Journal Article
Langues
eng
Pagination
353-364Informations de copyright
© 2019 by the Society for Academic Emergency Medicine.
Références
CJEM. 2014 May;16 Suppl 1:S6-S12
pubmed: 25027789
J Contin Educ Health Prof. 2008 Winter;28(1):14-9
pubmed: 18366120
J Contin Educ Health Prof. 2006 Summer;26(3):199-208
pubmed: 16986145
CMAJ. 2013 Apr 2;185(6):463-4
pubmed: 23479691
World Neurosurg. 2016 May;89:1-8
pubmed: 26724633
BMC Health Serv Res. 2009 Apr 29;9:70
pubmed: 19402885
J Gen Intern Med. 2005 Nov;20(11):1014-8
pubmed: 16307626
BMC Med Inform Decis Mak. 2013 Jan 09;13:7
pubmed: 23302542
Res Synth Methods. 2014 Dec;5(4):371-85
pubmed: 26052958
AEM Educ Train. 2019 Apr 24;3(4):353-364
pubmed: 31637353
CJEM. 2018 Mar;20(2):284-292
pubmed: 28521849
J Surg Educ. 2011 Sep-Oct;68(5):372-6
pubmed: 21821215
JAMA. 2006 Sep 6;296(9):1103-15
pubmed: 16954490
J Gen Intern Med. 2010 Jan;25(1):72-8
pubmed: 19924490
Acad Emerg Med. 2012 Dec;19(12):1390-402
pubmed: 23279246
Physician Exec. 2001 Sep-Oct;27(5):36-9
pubmed: 12881903
J Contin Educ Health Prof. 2003 Winter;23(1):30-7
pubmed: 12739257
Acad Med. 2005 Oct;80(10 Suppl):S46-54
pubmed: 16199457
ANZ J Surg. 2011 Jun;81(6):418-24
pubmed: 22295342
Implement Sci. 2018 Jul 31;13(1):104
pubmed: 30064509
Med Educ Online. 2016 Dec 01;21:33480
pubmed: 27914193
Can Med Educ J. 2017 Feb 24;8(1):e106-e122
pubmed: 28344722
J Contin Educ Health Prof. 2013 Fall;33 Suppl 1:S54-62
pubmed: 24347154
Clin Orthop Relat Res. 2006 Aug;449:143-8
pubmed: 16760803
Ann Surg. 2015 Aug;262(2):213-6
pubmed: 25894418
Med Educ. 2012 Jan;46(1):97-106
pubmed: 22150201
Transplant Proc. 2005 Mar;37(2):613-6
pubmed: 15848474
J Am Coll Surg. 2012 Jan;214(1):115-24
pubmed: 22192924
Adv Health Sci Educ Theory Pract. 2011 Mar;16(1):81-95
pubmed: 20848187
J Grad Med Educ. 2015 Dec;7(4):630-7
pubmed: 26692977
Med Educ. 2014 Jul;48(7):713-23
pubmed: 24909533
Int J Qual Health Care. 2017 Apr 01;29(2):234-242
pubmed: 28453822
CJEM. 2018 Jan;20(1):125-131
pubmed: 28443532
Eur Urol Focus. 2018 Jul;4(4):614-620
pubmed: 28753871
Acad Med. 2009 Jan;84(1):135-9
pubmed: 19116493
Med Educ. 2019 May;53(5):467-476
pubmed: 30675736
CJEM. 2010 Mar;12(2):143-9
pubmed: 20219162
Surg Clin North Am. 2016 Feb;96(1):115-28
pubmed: 26612024
Surg Innov. 2018 Feb;25(1):77-80
pubmed: 29303063
Med Educ. 2013 Aug;47(8):842-50
pubmed: 23837431
Perspect Med Educ. 2018 Feb;7(1):8-22
pubmed: 29383578
Med Educ. 2008 Feb;42(2):128-33
pubmed: 18194162
Adv Med Educ Pract. 2014 May 03;5:115-23
pubmed: 24833948
Acad Emerg Med. 2009 Dec;16 Suppl 2:S37-41
pubmed: 20053208
J Grad Med Educ. 2018 Jun;10(3):243-246
pubmed: 29946376
J Grad Med Educ. 2017 Apr;9(2):165-170
pubmed: 28439347
Acad Med. 2016 Dec;91(12):1647-1650
pubmed: 26910898
JAMA Surg. 2017 Apr 19;152(4):e165540
pubmed: 28146224
Acad Med. 2015 Dec;90(12):1698-706
pubmed: 26200584
Ann Surg. 2018 May;267(5):868-873
pubmed: 28650360
Surgery. 2015 Nov;158(5):1168-91
pubmed: 25956742
CJEM. 2018 Jul;20(4):626-633
pubmed: 28606201
J Surg Educ. 2012 Sep-Oct;69(5):633-7
pubmed: 22910162
AJR Am J Roentgenol. 2010 Mar;194(3):704-8
pubmed: 20173148
CJEM. 2018 May;20(3):463-470
pubmed: 28631581