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This research study is designed to answer the question: How does professional coaching impact early career academic emergency medicine physician goal attainment, leadership strengths, well-being, and burnout?
A recent systematic review and meta-analysis found coaching to have significant positive effects on goal attainment, well-being, coping skills, work attitudes, and goal-directed self-regulation. Randomized controlled studies of professional coaching have found significant positive effects in various settings including high school teachers and students, postgraduate students in a major university, and executives in the commercial, government, and education sectors.
Coaching provides the participant focused time with a trained professional who facilitates that participant's self-determined and self-directed problem-solving and change. Coaching helps the participant "get on the balcony" away from the action on the "dance floor" to see things from a different and broader perspective and, in doing so, enriches the participant's ability to generate options, challenge biases, understand the effects of emotions, and consider uncertainty.
This study also establishes the level of adult development of academic faculty and creates an initial qualitative dataset for further longitudinal study and theory generation for physician well-being, burnout, leadership strengths, and goal attainment.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| One-to-One Coaching | Experimental | Participants randomized to One-to-One Coaching meet for an initial 2-hour coaching session, followed by seven 1-hour coaching sessions every 3-weeks. These eight sessions take place over the course of 6 months. Additional requirements for One-to-One Coaching:
Each coaching session will be recorded, transcribed, anonymized, and analyzed to identify common themes. |
|
| Group Coaching | Active Comparator | Participants meet for 90-minutes each month for 6 months for facilitated professional coaching with a group of colleagues. Additional requirements:
Each coaching session will be recorded, transcribed, anonymized, and analyzed to identify common themes. |
|
| Group Coaching Waitlist | No Intervention |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Professional coaching | Behavioral | Professional coaching is provided by the Principal Investigator via video conference. |
|
| Measure | Description | Time Frame |
|---|---|---|
| Goal Setting and Attainment | Each participant identifies two professional goals at study onset. For each of the goals, participants respond to the question, "Up to today, how successful have you been in achieving this goal?" and rate their goal attainment on a scale from 0% (no attainment) to 100% (complete attainment). To control for differences between participants in perceived goal attainment difficulty, participants also will rate each goal for perceived difficulty on a 4-point scale ( 1=very easy, 2=somewhat easy, 3=somewhat difficult, 4=very difficult). Goal attainment scores are calculated by multiplying the difficulty rating by the degree of success. | 18 months (3 measurements at 6-month intervals) |
| Measure | Description | Time Frame |
|---|---|---|
| Psychological Well-Being Scale | An 18-item survey that measures eudaemonic well-being. | 18 months (3 measurements at 6-month intervals) |
| Empowerment at Work Scale | A 12-item survey that measures a physician's sense of meaning, competence, self-determination, and impact while at work. |
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Inclusion:
Exclusion:
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| Name | Affiliation | Role |
|---|---|---|
| Richard C Winters | Mayo Clinic | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Mayo Clinic in Rochester | Rochester | Minnesota | 55905 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Theeboom, T., B. Beersma, and A.E.M. van Vianen, Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 2013. 9(1): p. 1-18. | ||
| 36214207 | Derived | Silva JAM, Mininel VA, Fernandes Agreli H, Peduzzi M, Harrison R, Xyrichis A. Collective leadership to improve professional practice, healthcare outcomes and staff well-being. Cochrane Database Syst Rev. 2022 Oct 10;10(10):CD013850. doi: 10.1002/14651858.CD013850.pub2. |
| Label | URL |
|---|---|
| Mayo Clinic Clinical Trials | View source |
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We may make anonymized individual participant data (IPD) available to other researchers. It may be available after the completion of the trial to those who contact the PI directly.
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| ID | Term |
|---|---|
| D002055 | Burnout, Professional |
| D001008 | Anxiety Disorders |
| D000077062 | Burnout, Psychological |
| ID | Term |
|---|---|
| D000073397 | Occupational Stress |
| D009784 | Occupational Diseases |
| D013315 | Stress, Psychological |
| D001526 | Behavioral Symptoms |
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Participants are offered group coaching at the completion of the 12-month study period. Six 90-minute group coaching sessions will occur over the course of six months.
Additional requirements:
• Complete a 30-minute online assessment of goal attainment, well-being, burnout, and leadership strengths (a) at study enrollment (b) and at 6-months after study enrollment.
|
| 18 months (3 measurements at 6-month intervals) |
| Abbreviated Two-Item Maslach Burnout Inventory | A two-item survey that measures participant burnout. | 18 months (3 measurements at 6-month intervals) |
| Depression, Anxiety, and Stress Scale (DASS 21) | A 21-item self-report questionnaire designed to measure the severity of the core symptoms of depression, anxiety, and stress in both clinical and nonclinical scenarios. | 18 months (3 measurements at 6-month intervals) |
| Leadership Self-Efficacy Scale | A 5-item scale of leadership self-efficacy. | 18 months (3 measurements at 6-month intervals) |
| Self-Insight Scale | An 8-item sub-scale of the Self-reflection and Insight Scale. This scale measures individuals' levels of insight into their thoughts, feelings and behaviors. | 18 months (3 measurements at 6-month intervals) |
| Solution-Focused Thinking Scale | A 12-item scale with three subscales: Problem Disengagement, Goal Orientation, and Resource Activation. | 18 months (3 measurements at 6-month intervals) |
| Tolerance for Ambiguity Scale | An eight-item assessment that measures tolerance for ambiguity. | 18 months (3 measurements at 6-month intervals) |
| Perspective Taking Scale | A 7-item subscale of The Empathy Questionnaire that measures perspective-taking. | 18 months (3 measurements at 6-month intervals) |
| Qualitative Summary of Coaching Program | An open-ended interview covering issues such as 1) participant's experience with the coaching process and coach; 2) participant goals; 3) impact on the participant's workplace; 4) impact on participant's personal life; and 5) what the participant plans to do to sustain any changes or learnings. | After 6-month coaching intervention. 18 months |
| Subject-Object Interview | A one-time 60 to 75-minute private interview that measures the particpant's order of subject-object development based upon constructive-developmental theory. | 18 months |
| D001519 |
| Behavior |
| D001523 | Mental Disorders |