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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
46
Professional coaching is provided by the Principal Investigator via video conference.
Mayo Clinic in Rochester
Rochester, Minnesota, United States
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.
Time frame: 18 months (3 measurements at 6-month intervals)
Psychological Well-Being Scale
An 18-item survey that measures eudaemonic well-being.
Time frame: 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.
Time frame: 18 months (3 measurements at 6-month intervals)
Abbreviated Two-Item Maslach Burnout Inventory
A two-item survey that measures participant burnout.
Time frame: 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.
Time frame: 18 months (3 measurements at 6-month intervals)
Leadership Self-Efficacy Scale
A 5-item scale of leadership self-efficacy.
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Time frame: 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.
Time frame: 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.
Time frame: 18 months (3 measurements at 6-month intervals)
Tolerance for Ambiguity Scale
An eight-item assessment that measures tolerance for ambiguity.
Time frame: 18 months (3 measurements at 6-month intervals)
Perspective Taking Scale
A 7-item subscale of The Empathy Questionnaire that measures perspective-taking.
Time frame: 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.
Time frame: 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.
Time frame: 18 months