The DOI matches its Crossref record.
The Role of Coaches within Academic Medical Departments: Is There Value to Integrating This into Academic Mentorship Programs?
Abstract
This study evaluated the benefits of formal coaching within a mentorship program in a Canadian academic medical department. Between April 2016 and September 2018, an executive coach was made available to members of the Department of Oncology at the University of Calgary. Thirty-seven individuals sought and received formal coaching during this period, using up an average of four hourly sessions; of these individuals, 13% (20/150) are full-time faculty. Issues that facilitated interest in coaching included the following: needing to develop an individual life plan, wanting to improve work-life balance/time management and seeking advice about promotion or job application. This study found that coaching enabled participants to address their concerns 70% of the time and describes the elements of a coaching function within academic medical departments. We strongly recommend that academic departments provide opportunities for interested individual academics to receive coaching.
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The session duration is a long session.
“| Coaching process related | Session duration | Long session | [68,98,109] |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [98]
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Mukherjee, B., Pfleeger, J., Custodio, H., Roca, M. R., Khalsa, G., & Clanton, C. (2026) · Medical Education Online · doi:10.1080/10872981.2026.2687304 · Cited by 1
Callaghan, Décarie, T., Filaber, K., et al. (2019) · Healthcare Quarterly · doi:10.12927/hcq.2019.26026
Ackah, R. L., Kenawy, D. M., Vaidya, P. S., Shalash, B., Haywood, K. T., HENRY, R. C., Cunningham, L. A., Harzman, A. E., Traugott, A. L., & Chen, X. (2024) · Global Surgical Education - Journal of the Association for Surgical Education · doi:10.1007/s44186-024-00240-x
“Near-peer coaching has emerged as a valuable tool for enhancement at multiple levels within academic medical systems [1, 2].”
Metadata
- Authors
- Craighead, P., Loewen, S., & Verma, S.
- Affiliations
- University of Calgary (CA)
- Venue
- Healthcare Quarterly
- Publisher
- Longwoods Publishing
- Published
- 2019-10-31
- Volume
- 22
- Issue
- 3
- Pages
- 68-72
- ISSN
- 1710-2774 (ISSN-L)
- OpenAlex
- W2996698267
- Cited by
- 3
- References
- 0
- Citations by year
- 2026: 1 · 2024: 1 · 2019: 1
- FWCI
- 0.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Healthcare Quarterly (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Applied Psychology › Coaching Methods and Impact
- Social Sciences › Education › Mentoring and Academic Development
- Social Sciences › Education › Innovations in Medical Education
- Keywords
- executive coaching, faculty development, work-life balance, time management, career development
- MeSH terms
- Mentoring, Work-Life Balance, Alberta, Faculty, Medical, Female, Humans, Internship and Residency, Job Satisfaction, Leadership, Male, Staff Development, Students, Medical, Time Management
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