The impact of coaching on professional identity development in postgraduate medical trainees: A scoping review

Background This scoping review explores the impact of coaching on the professional identity formation (PIF) of postgraduate medical trainees. Although coaching is well‐documented in undergraduate medical education, its role in postgraduate medical education (PME) remains underexplored. This review aims to identify enablers and barriers to coaching in PIF, examine modalities employed and assess coaching's contribution to developing well‐rounded, resilient physicians. Methods Following Arksey and O'Malley's scoping review framework and reported in accordance with the PRISMA‐ScR guidelines, the research question was formulated using the Joanna Briggs Institute's Population–Concept–Context (PCC) framework. A comprehensive, peer‐reviewed search strategy was executed across PubMed, Embase, Web of Science and Google Scholar (first 20 pages). Grey literature was included, and no date limits were applied. Studies of any design focusing on coaching in PME were eligible. Titles and abstracts were screened using Rayyan, and full‐text reviews were conducted independently by three reviewers using a negotiated consensual validation approach. An additional study was identified through snowballing. Data were extracted using a structured charting framework and analysed thematically. Results Of the 336 records identified through database searches, 20 studies met the inclusion criteria, including one added through snowballing. The literature highlighted diverse coaching modalities and their positive impact on PIF. Coaching supported trainees in professional development, identity evolution, career planning, resilience and well‐being. It fostered psychologically safe environments for self‐reflection, self‐assessment and development of both technical and non‐technical skills. However, qualitative and longitudinal research on coaching's effectiveness in PME remains limited. Conclusions This review emphasises coaching as a valuable tool in shaping postgraduate medical trainees' professional identity. A conceptual framework of coaching has been identified, and its integration into medical curricula may enhance reflective capacity, communication skills, resilience and overall well‐being. Future research should prioritise the validation of this evidence‐based coaching framework and its impact on fostering communities of practice to support identity formation, holistic physician development and care.