Beyond Continuing Medical Education: Clinical Coaching as a Tool for Ongoing Professional Development
Abstract
Problem: For most physicians, the period of official apprenticeship ends with the completion of residency or fellowship, yet the acquisition of expertise requires ongoing opportunities to practice a given skill and obtain structured feedback on one’s performance. Approach: In July 2013, the authors developed a clinical coaching pilot program to provide early-career hospitalists with feedback from a senior clinical advisor (SCA) at Massachusetts General Hospital. A Hospital Medicine Unit–wide retreat was held to help design the SCA role and obtain faculty buy-in. Twelve SCAs were recruited from hospitalists with more than five years of experience; each served as a clinical coach to 28 early-career hospitalists during the pilot. Clinical narratives and programmatic surveys were collected from SCAs and early-career hospitalists. Outcomes: Of 25 responding early-career hospitalists, 23 (92%) rated the SCA role as useful to very useful, 20 (80%) reported interactions with the SCA led to at least one change in their diagnostic approach, and 13 (52%) reported calling fewer subspecialty consults as a result of guidance from the SCA. In response to questions about professional development, 18 (72%) felt more comfortable as an independent physician following their interactions with the SCA, and 19 (76%) thought the interactions improved the quality of care they delivered. Next Steps: To better understand the impact and generalizability of clinical coaching, a larger, longitudinal study is required to look at patient and provider outcomes in detail. Further refinement of the SCA role to meet faculty needs is needed and could include faculty development.
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There is a pressing need to transform clinical learning environments at the systems level to allow for longitudinal faculty coaching to meet these needs.
“Regardless, there is a pressing need to transform clinical learning environments at the systems level to allow for longitudinal faculty coaching to meet these needs[51].”
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- Authors
- Iyasere, C. A., Baggett, M., Romano, J., Jena, A., Mills, G., & Hunt, D. P.
- Affiliations
- Harvard University (US)
- National Bureau of Economic Research (US)
- Massachusetts General Hospital (US)
- Emory University (US)
- Corresponding author
- Iyasere, Christiana A.
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2016-12
- Volume
- 91
- Issue
- 12
- Pages
- 1647-1650
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2327664508
- Cited by
- 48
- References
- 7
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 11 · 2023: 3 · 2022: 6 · 2021: 2 · 2020: 6 · 2019: 7 · 2018: 1 · 2017: 3 · 2016: 3
- FWCI
- 4.63
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (DP5OD017897)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Psychology › Applied Psychology › Coaching Methods and Impact
- Keywords
- clinical coaching, continuing professional development, early-career physicians, hospitalists, feedback, continuing medical education, diagnostic approach, subspecialty consultation, physician independence, quality of care, faculty development
- MeSH terms
- Mentoring, Clinical Competence, Education, Medical, Continuing, Hospitals, General, Humans, Massachusetts, Quality of Health Care, Hospital Medicine
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