Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills
Open accessAbstract
Background: Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention: To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods: The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results: Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 ( P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 ( P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions: Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.
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The coaching model is cognitive apprenticeship.
“| Coaching process related | Coaching model | Cognitive apprenticeship | [73,110,150] |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [110]
Interview is used as an instrument of measurement.
“| Coaching measure | Interview as instrument of measurement | [42,73,110] |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [110]
Personal growth is a resident/fellow outcome.
“| Personal growth | Resident/fellow | [53,110] | |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [110]
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- Authors
- George, P., Reis, S., Dobson, M., & Nothnagle, M.
- Affiliations
- Brown University (US)
- Bar-Ilan University (IL)
- University of Michigan (US)
- Corresponding author
- George, Paul
- Venue
- Journal of Graduate Medical Education
- Published
- 2013-06
- Volume
- 5
- Issue
- 2
- Pages
- 289-293
- ISSN
- 1949-8349 (ISSN-L)
- 1949-8357
- PMC
- PMC3693696
- OpenAlex
- W1967751187
- Cited by
- 26
- References
- 13
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 4 · 2022: 2 · 2021: 2 · 2020: 2 · 2019: 3 · 2018: 2 · 2017: 4 · 2016: 1 · 2015: 1 · 2014: 1
- FWCI
- 1.02
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Graduate Medical Education (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Department of Health and Human Services
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Educational Leadership and Innovation
- Keywords
- learning coaches, self-directed learning, goal setting, self-reflection, family medicine residents, e-portfolio, lifelong learning, resident independence
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