Anxiety, Development, Human, Goals, Leadership, Physician's Role, Professional Burnout, Professional Role, Stress, Well-Being
Conditions
Keywords
Coaching, Professional coaching, Emergency physicians, Emergency medicine, Goal attainment, Leadership strengths, Well-being, Burnout, Adult level of development, Group coaching, Instructor, Assistant professor, Academic faculty, Subject-Object Interview
Brief summary
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?
Detailed description
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.
Interventions
BEHAVIORALProfessional coaching
Professional coaching is provided by the Principal Investigator via video conference.
Sponsors
Mayo Clinic
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Inclusion: * Emergency physicians * Academic appointment of Instructor or Assistant Professor * Work greater than 80% of their time in a residency and fellowship program approved by the Accreditation Council of Graduate Medical Education (ACGME), the American Osteopathic Association (AOA), or the Royal College of Physicians and Surgeons of Canada (RCPSC) will be invited to participate in the study. Exclusion: * Mayo Clinic emergency physicians are not eligible for this study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Goal Setting and Attainment | 18 months (3 measurements at 6-month intervals) | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Empowerment at Work Scale | 18 months (3 measurements at 6-month intervals) | A 12-item survey that measures a physician's sense of meaning, competence, self-determination, and impact while at work. |
| Abbreviated Two-Item Maslach Burnout Inventory | 18 months (3 measurements at 6-month intervals) | A two-item survey that measures participant burnout. |
| Depression, Anxiety, and Stress Scale (DASS 21) | 18 months (3 measurements at 6-month intervals) | 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. |
| Leadership Self-Efficacy Scale | 18 months (3 measurements at 6-month intervals) | A 5-item scale of leadership self-efficacy. |
| Self-Insight Scale | 18 months (3 measurements at 6-month intervals) | 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. |
| Psychological Well-Being Scale | 18 months (3 measurements at 6-month intervals) | An 18-item survey that measures eudaemonic well-being. |
| Tolerance for Ambiguity Scale | 18 months (3 measurements at 6-month intervals) | An eight-item assessment that measures tolerance for ambiguity. |
| Perspective Taking Scale | 18 months (3 measurements at 6-month intervals) | A 7-item subscale of The Empathy Questionnaire that measures perspective-taking. |
| Qualitative Summary of Coaching Program | After 6-month coaching intervention. 18 months | 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. |
| Subject-Object Interview | 18 months | A one-time 60 to 75-minute private interview that measures the particpant's order of subject-object development based upon constructive-developmental theory. |
| Solution-Focused Thinking Scale | 18 months (3 measurements at 6-month intervals) | A 12-item scale with three subscales: Problem Disengagement, Goal Orientation, and Resource Activation. |
Countries
United States
Outcome results
None listed