ABSTRACT Background Coaching holds great potential for learners in graduate medical education (GME) as the specialty transitions towards competency‐based medical education (CBME). Coaching has already demonstrated holding great benefits in a variety of learner performance and well‐being metrics. However, there is limited data on learner perceptions of longitudinal GME coaching initiatives. Objective To provide insight into learner perceptions of a longitudinal coaching program by conducting focus groups consisting of residents from a single emergency medicine residency. Methods Four semi‐structured focus groups were conducted with residents from each post‐graduate year. Audio recordings of focus group discussions were transcribed and a thematic analysis utilizing a constructivist approach was conducted. Results We identified five overarching themes: (1) resident understanding of the coach's role, (2) logistical elements that can affect the effectiveness of the coaching relationship, (3) relational factors that contribute to a successful coaching relationship, (4) resident perceptions of discussion topics and goal creation, and (5) future group opportunities for fostering more personal relationships and professional development. Conclusion Overall, residents noted several strengths in the longitudinal coaching approach, particularly around feedback reflection and utility, accountability, and goal‐setting. There remain areas for improvement when introducing coaching program goals and the faculty coach role, in addition to future considerations around group coaching opportunities.
Michels et al. (Mon,) studied this question.