Implementation of a Professional Coaching Program for Plastic Surgery Residents

Background: In 2021, our institution established a professional coaching program available to the integrated plastic surgery residents within our experimental Competency-Based, Time Variable Training Program. Coaching, which is distinguished from other educational interventions in that it is learner-centered, initiated, and driven, and involves a collaborative relationship between coaching and coached individuals, has been consistently shown to be valuable for clinical skills development. However, while professional coaching is used effectively in other disciplines, it is relatively uncommon in surgery, particularly in the training environment. The purpose of this study is to detail our institution's experience with plastic surgery resident professional coaching. Methods: Since its implementation, our Department of Plastic Surgery has offered professional coaching services to residents within the PGY-1 through PGY-5 years. This professional coaching program for surgical residents emphasizes problem identification, realistic and relevant goal setting and development, alternative solutions generation, and targeting of feasible solutions to clinical or professional problems that may arise. To help coachees reach their fullest potential, our program also involves frequent performance reviews which encourages frequent self-reflection using facilitated feedback tailored to the trainee's needs and goals. Results: Professional coaching offers a structured framework for surgical skills development. Of the fifteen integrated residents in PGY 1-5 at our institution, fourteen (93%) have availed themselves of professional coaching services. The majority (85%) of sessions run 30 minutes long, with other sessions lasting 60 minutes. Ten residents (71%) have participated in multiple coaching sessions to establish longitudinal coaching relationships. Coaching topics range based on the PGY-level of the resident participant, with PGY1 residents focusing on transition to plastic surgery training, PGY2-4 residents focusing on defining their professional path and future training plans, and PGY4-6 residents focusing on transitioning from resident to fellow/attending roles. One-on-one sessions formalize time for resident guided self-reflection. Anecdotally, residents that chose to participate in coaching report that coaching helped them to more clearly understand and create actionable plans to meet long-term professional goals such as fellowship and job attainment. Conclusion: Our individualized coaching service for residents has shown itself to be a valuable tool for surgical and professional development with limited additional time commitment for busy trainees. We have found this program to be an integral component of our Competency-Based, Time Variable model of training. This research details our institution's experience with professional coaching services for residents and offers insights into its value as well as potential barriers to more widespread adoption.