Differences in Coaching Needs Among Underrepresented Minority Medical Students
Open accessAbstract
Background and Objectives: Little is known about how the academic coaching needs of medical students differ between those who are racially, ethnically, and socially underrepresented minority (RES-URM) and those who represent the majority. This single-site exploratory study investigated student perceptions and coaching needs associated with a mandatory academic coaching program, and coaches’ understanding of and preparedness to address these potentially differing needs. Methods: Coaching needs of second- and third-year medical students were assessed using two initial focus groups and two validation focus groups, one consisting of RES-URM students and the other majority medical students. Coaches were assessed using a cross-sectional self-administered survey designed to determine their perceptions of differing coaching needs of students Results: Seven themes emerged from the student focus groups. Three of these reflected the coaching relationship, and four reflected the coaching process. RES-URM students expressed stress around sharing vulnerability that was not expressed among majority students. Sixty-eight percent of coaches expressed that RES-URM students would not have differing needs of their coaches. Coaches self-rated as being somewhat (45%), moderately (29%), or very (13%) skilled at coaching RES-URM students. Conclusions: RES-URM students cite different coaching needs than majority students that most coaches do not recognize. Faculty and program development regarding these unique needs is warranted.
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Coaching URM students is a student outcome.
“| Coaching outcomes | Student | Coaching the URMj students | [105,115] |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [115]
The Medical Student Results describe URM students’ experiences and needs in coaching, so the source supports the table’s focus on coaching these students. The Discussion refers to optimal coaching outcomes as a goal for further investigation; it does not establish ‘coaching URM students’ as a measured student outcome. The supplied passages do not provide page numbers. (LLM, conf=0.82)
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Twelve tips for designing and implementing an academic coaching program
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- Authors
- Najibi, S., Carney, P. A., Thayer, E. K., & Deiorio, N. M.
- Affiliations
- Oregon Health & Science University (US)
- Virginia Commonwealth University (US)
- Corresponding author
- Najibi, Skender
- Venue
- Family Medicine
- Published
- 2019-06-06
- Volume
- 51
- Issue
- 6
- Pages
- 516-522
- ISSN
- 0742-3225 (ISSN-L)
- OpenAlex
- W2958494059
- Cited by
- 30
- References
- 15
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 6 · 2023: 3 · 2022: 5 · 2021: 6 · 2020: 1
- FWCI
- 2.76
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Family Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Gender Studies › Diversity and Career in Medicine
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Keywords
- academic coaching, racial and ethnic minority students, coach-client relationship, vulnerability disclosure, medical student stress, student perceptions
- MeSH terms
- Mentoring, Cross-Sectional Studies, Faculty, Medical, Female, Humans, Male, Minority Groups, Surveys and Questionnaires, Students, Medical, Focus Groups, Cultural Diversity, Racial Groups
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