Implementation and Outcomes of an Academic Peer Coaching Program for Pediatric Residents.
| Autor: | Sundy-Boyles K; Hospital Medicine, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, USA., Jackson K; Hospital Medicine, Nationwide Children's Hospital, Columbus, USA., Pian T; Pediatric Critical Care Medicine, Children's Hospital Los Angeles, Los Angeles, USA., Benedict J; Biostatistics, The Ohio State University College of Medicine, Columbus, USA., Barnes A; Cardiology, University of Pittsburgh Medical Center, Pittsburgh, USA., Redman C; Hospital Medicine, The Ohio State University College of Medicine, Columbus, USA., Kasick R; Hospital Medicine, Nationwide Children's Hospital, Columbus, USA. |
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| Jazyk: | angličtina |
| Zdroj: | Cureus [Cureus] 2024 May 07; Vol. 16 (5), pp. e59846. Date of Electronic Publication: 2024 May 07 (Print Publication: 2024). |
| DOI: | 10.7759/cureus.59846 |
| Abstrakt: | Introduction Academic coaching fosters self-directed learning and is growing in popularity within residency programs. Implementation is often limited by available faculty time and funding. Peer coaching is an emerging alternative but is not well studied. This study aims to demonstrate the acceptability, feasibility, and efficacy of a resident peer coaching program. Methodology In the 2021-2022 academic year, within a large pediatric residency program, we selected and trained senior residents as coaches and interns who opted in as coachees. Coaching dyads began meeting in the fall and worked toward individualized goals throughout the year; control interns participated in routine didactics. Outcomes included Accreditation Council for Graduate Medical Education (ACGME) milestone scores and a self-assessment survey (SAS). Results We enrolled 15/42 (36%) interns as coachees, with the remaining 27 (64%) as controls. Narrative feedback from coaches and coachees was overall positive, and time commitment was feasible for program staff (10-12 hours/month), coaches (three to four hours/month), and coachees (one to two hours/month) with minimal financial needs. Post-intervention, more coachees than controls scored ≥4.0 on ACGME milestones systems-based practice 3 (SBP3; 3/15, 20%, vs. 2/27, 7%), SBP4 (4/15, 27%, vs. 5/27, 19%), and practice-based learning and improvement 1 (4/15, 27%, vs. 3/27, 11%). SAS response rate was 8/15 (53%) for coachees and 5/27 (19%) for controls. More coachees than controls reported baseline difficulty with time management often (3/8, 38%, vs. 1/5, 20%); only coachees improved post-intervention, with 0/8 (0%) having difficulty often versus 2/5 (40%) of controls. Conclusions Resident peer coaching is acceptable and feasible to implement. Coachees reported more improvement in time management than controls, and ACGME milestone scores suggest improved use of evidence-based medicine and interprofessional care coordination among coachees. Competing Interests: The authors have declared that no competing interests exist. (Copyright © 2024, Sundy-Boyles et al.) |
| Databáze: | MEDLINE |
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