Nelson Sara W, Stack Nathan R, Boehm Lauren N, Hayes Victoria M, Dad Taimur, Blanco Maria A
Tufts University School of Medicine, Boston, Massachusetts, USA.
Med Teach. 2025 Sep;47(9):1517-1522. doi: 10.1080/0142159X.2024.2442633. Epub 2025 Jan 9.
To explore graduating medical students' insights on the value of coaching experiences during each year of medical school while examining how coaching may support student development at various stages of training.
We invited all graduating students who participated in the coaching program from first through fourth year to participate in one 90-minute virtual focus group. We conducted a thematic analysis of all the focus group transcripts using inductive open coding to develop themes.
Twenty-three students participated. In the pre-clerkship years, students valued the coaching experience as a support and a conduit through transitioning into becoming a medical student by nurturing reassurance, self-validation, and community building. As medical school progressed into clerkship years, students valued their coaching experience as a source of emotional support to navigate the challenges of transitioning to workplace learning. In the final year, students valued the longitudinal relationship with their coaches for perspective-taking, reflection, and growth as they transitioned to residency while exploring their values and interests and deciding on their specialty.
Our study describes the value of providing students with a longitudinal coaching relationship to support medical school transitions while helping students find meaning and growth in these liminal spaces.
探讨即将毕业的医学生对医学院各学年辅导经历价值的见解，同时研究辅导如何在培训的不同阶段支持学生发展。
我们邀请了所有从一年级到四年级参加辅导项目的即将毕业的学生参加一个90分钟的虚拟焦点小组。我们使用归纳开放编码对所有焦点小组记录进行了主题分析，以形成主题。
23名学生参与。在临床实习前的几年里，学生们将辅导经历视为一种支持和渠道，通过培养安心感、自我认同和社区建设来过渡到成为一名医学生。随着医学院进入临床实习阶段，学生们将他们的辅导经历视为情感支持的来源，以应对向职场学习过渡的挑战。在最后一年，学生们重视与他们的导师的长期关系，以便在过渡到住院医师阶段时进行换位思考、反思和成长，同时探索他们的价值观和兴趣，并决定他们的专业。
我们的研究描述了为学生提供长期辅导关系以支持医学院过渡的价值，同时帮助学生在这些过渡阶段找到意义和成长。
