Suzanne Kennedy, Suzie Carmack, Lang Li, Feng-Chang Lin, Joseph E Hatch, Kathrine Chan, Sue Tolleson-Rinehart, Terry L Noah
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引用次数: 0
Abstract
Objective: Organization-sponsored interventions have the potential to promote, and destigmatize seeking help for, wellbeing. Our study objective was to explore the acceptability and feasibility of a coaching intervention to improve wellbeing among faculty.
Methods: We conducted a pilot, pre/post design, study in a convenience sample of pediatric faculty at an academic medical center. Participants were offered ≤6 live virtual coaching sessions at the participant's discretion. In addition, a novel wellbeing individual development plan (WB-IDP) was distributed to participants. Primary outcomes were feasibility of the intervention, defined as completing ≥1 coaching session and acceptability measured by anonymous feedback and use of the WB-IDP. Secondary outcomes were wellbeing (WHO Wellbeing Index (WHO-5)), stress (Perceived Stress Scale (PSS)), and work engagement (Utrecht Work Engagement Scale (UWES)), at baseline, 3, and 6 months.
Results: All enrollees (N = 28) completed at least one, 18/28 (64%) completed at least four, and 9/28 (32%) completed six coaching sessions. Of 28 participants, 11 (39%) started a WB-IDP and 5/28 (18%) completed and implemented the plan. The aggregate WHO-5 score showed a statistically significant change from baseline (53.3) to month 6 (64.3) (P < .01). Fourteen 14/27 (52%) participants had an improvement of ≥10 points in WHO-5 score between baseline and month 6. No other significant changes were observed.
Conclusions: Individualized certified coaching for wellbeing was successfully implemented and associated with a significant increase in wellbeing. We speculate that wellbeing coaching can be promoted by faculty development programs in university and health care settings and has potential to improve organizational outcomes.
期刊介绍：
Academic Pediatrics, the official journal of the Academic Pediatric Association, is a peer-reviewed publication whose purpose is to strengthen the research and educational base of academic general pediatrics. The journal provides leadership in pediatric education, research, patient care and advocacy. Content areas include pediatric education, emergency medicine, injury, abuse, behavioral pediatrics, holistic medicine, child health services and health policy,and the environment. The journal provides an active forum for the presentation of pediatric educational research in diverse settings, involving medical students, residents, fellows, and practicing professionals. The journal also emphasizes important research relating to the quality of child health care, health care policy, and the organization of child health services. It also includes systematic reviews of primary care interventions and important methodologic papers to aid research in child health and education.
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