Professional Development Coaching for Residents: Results of a 3-Year Positive Psychology Coaching Intervention
Residents are more likely to experience burnout compared to their age-matched peers.1 The Accreditation Council of Graduate Medical Education (ACGME) has mandated that residency programs address resident and faculty well-being through their Clinical Learning Environment Review (CLER) program.2
Positive psychology coaching can help residents connect with and achieve positive emotions, meaningful relationships, strengths, engagement, and purpose.3 We implemented the Professional Development Coaching Program (PDCP) in our internal medicine residency program in 2012 and demonstrated a reduction in intern emotional exhaustion (EE) after year 1.4 In this paper, we report on the experiences of residents after year 3.
Setting and Participants
The PDCP included 179 residents who were assigned a coach in the 2014–2015 academic year. Pairs were expected to meet quarterly and participation was logged administratively. We define full participation as ≥ 3 meetings per year;...
KEY WORDSburnout medical education-professionalism medical education-mentoring curriculum/program evaluation medical education-graduate
Accreditation Council of Graduate Medical Education
Clinical Learning Environment Review
Maslach Burnout Inventory
Professional Development Coaching Program
The authors wish to thank the faculty coaches and resident participants who engaged in the program, as well as the Department of Medicine for their support in developing and onboarding this program. The authors wish to express gratitude to the Dr. George Thibault and the Josiah H. Macy Foundation, as well as the Arthur Vining Davis Foundation, for the financial support for our program evaluation. The authors wish to acknowledge the Institute of Coaching for their expertise in designing and implementing this program.
The Josiah H. Macy Foundation provided $35,000 of funding through a President’s Grant to support the establishment and investigation of this program. The Arthur Vining Davis Foundation provided $100,000 of funding through a Healthcare Grant to support the investigation and dissemination of this program.
Compliance with Ethical Standards
Conflict of Interest
The authors declare that there is no conflict of interest.
Data sharing was not applicable to this article as no datasets were generated or analyzed during the current study.
This program and its evaluation were exempt by the institutional review board with exemption #45 CFR 46.101(b) (1). The research was conducted in established or commonly accepted educational settings, involving normal educational practices.
While the tools and implementation process used in the coaching program have been shared in numerous workshops at national conferences (Society of General Internal Medicine, Association of Program Directors in Internal Medicine, American College of Physicians) and invited faculty development workshops, the data included in this paper has not been previously presented.
- 2.Accreditation Council for Graduate Medical Education. CLER Pathways to Excellence. https://www.acgme.org/Portals/0/PDFs/CLER/CLER_Brochure.pdf. Accessed 12 April 2017.
- 5.Perlo J, Balik B, Swensen S, Kabcenell A, Landsman J, Feeley D. IHI Framework for Improving Joy in Work. IHI White Paper. Cambridge, Massachusetts: Institute for Healthcare Improvement; 2017.Google Scholar