RESUMO
OBJECTIVE: Coaching has emerged in medical education as a strategy for trainees' development and has been endorsed by the Coalition for Physician Accountability and American Medical Association. However, there is a lack of literature on how coaching impacts residents' professional identity formation (PIF). The purpose of this study was to explore how longitudinal clinical coaching impacted the professional identity of residency graduates. METHODS: In July to November 2020, we conducted an IRB-approved qualitative study with semi-structured interviews of residency graduates from two pediatric programs who participated in a longitudinal coaching program. We inductively analyzed the transcripts using thematic analysis, guided by the sensitizing principles of PIF. We did a member check to enhance trustworthiness. RESULTS: We interviewed 34 residency graduates from two institutions and identified four themes on how coaches influenced residency graduates' PIF by 1) a presence of a trusting relationship, 2) creating trust and sense of belonging through longitudinal encounters, supportive reflection, and formative feedback, 3) integrating clinical skill, career interests, and work-life integration, and 4) reflecting on their own personal and professional identities. Residency graduates highlighted coaching strategies that coaches, coaching programs, and residents themselves can take to promote resident PIF during residency. CONCLUSIONS: Residency coaches have the potential to influence residents' PIF through their longitudinal relationship grounded in trust. Coaching strategies can be used to enhance resident clinical and professional development during residency training. WHAT'S NEW: This study is the first to explore how clinical coaching can be used to develop and enhance residents' professional identity formation both during and after residency and provides strategies coaches and residents can use to facilitate PIF.
