Journal of Medical Education and Curricular Development最新文献

{"title":"Gender and Educational Pathway Differences in 360-Degree Evaluations During Postgraduate Year Training in Taiwan.","authors":"Jo-Chu Yen, Ming-Ju Tsai, Che-Wei Wu, Chiao-Chi Wang, Po-Liang Lu, Peih-Ying Lu, Chih-Jen Yang","doi":"10.1177/23821205261430991","DOIUrl":"10.1177/23821205261430991","url":null,"abstract":"<p><strong>Background: </strong>Postgraduate year (PGY) training in Taiwan is a 2-year program for new physicians. The 360-degree evaluation offers multisource feedback on clinical competencies, yet it remains unclear whether performance varies by educational background or gender, and how self-assessment compares with others' evaluations.</p><p><strong>Methods: </strong>We analyzed 116 PGY trainees (2019-2021) at a Taiwanese teaching hospital. Each trainee was assessed in 4 domains-clinical care, medical skills, communication, and teamwork-by attending physicians, chief residents, peers, nurses, and self-assessment. Patients completed an 11-item satisfaction survey. Scores used 6-point Likert scales (1-6), converted to 0% to 100%. Independent <i>t</i>-tests compared scores by academic track (undergraduate vs post-baccalaureate) and gender. Repeated-measures ANOVA examined differences between self- and other evaluators.</p><p><strong>Results: </strong>The evaluation showed strong reliability (Cronbach's α = .98). No significant differences appeared between undergraduate and post-baccalaureate graduates (all <i>P</i> > .05). Female trainees received higher scores in communication and teamwork (<i>P</i> < .05) from attending and chief resident evaluators, while males rated themselves higher in clinical care (<i>P</i> < .05). Peer, nurse, and patient ratings showed no gender differences. Across all domains, physicians and peers rated trainees significantly higher than self-assessments (<i>P</i> < .01), whereas nurse versus self scores did not differ.</p><p><strong>Conclusion: </strong>Graduates of different medical school tracks received equivalent evaluation ratings in this PGY program. Female trainees received higher ratings in communication and teamwork, whereas males showed greater self-confidence in clinical care. Trainees generally underrated their performance compared with physician evaluations. These findings underscore the value of mentorship and 360-degree feedback in fostering self-awareness and professional growth during early postgraduate training.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261430991"},"PeriodicalIF":2.0,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13263501/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Escalating Research Output After the USMLE Step 1 Pass/Fail Transition: Implications for Equity, Ethics, and the Orthopaedic Residency Match.","authors":"Yzen Al-Marrawi, James R Burmeister, Majd Al-Marrawi, Amir Al-Marrawi, Ismail Zazay, Aws Hammad","doi":"10.1177/23821205261450081","DOIUrl":"10.1177/23821205261450081","url":null,"abstract":"<p><strong>Background: </strong>Orthopaedic surgery remains one of the most competitive residency specialties in the United States. Following the 2022 transition of USMLE Step 1 to pass/fail, research output (RO) has emerged as a prominent screening metric for residency selection. However, longitudinal trends in RO and the impact of this policy change on applicant behavior have not been fully characterized.</p><p><strong>Methods: </strong>Aggregate data from the National Resident Matching Program (NRMP) Charting Outcomes in the Match reports from 2014 to 2024 were analyzed for U.S. allopathic applicants to orthopaedic surgery. RO was defined as the self-reported number of peer-reviewed publications, abstracts, and poster presentations. Descriptive analyses were performed, and linear trend modeling compared RO growth before the Step 1 policy change (2014-2020) and after implementation (2022-2024).</p><p><strong>Results: </strong>Average RO among matched applicants increased by 255% over the study period, rising from 6.7 in 2014 to 23.8 in 2024. Unmatched applicants demonstrated similar upward trends but consistently reported lower RO. From 2014 to 2020, RO increased modestly at approximately 1.3 research products per year. Following the Step 1 pass/fail transition, RO growth accelerated sharply to approximately 5.2 products per year between 2022 and 2024. During this period, matched applicants experienced a 44.24% increase in RO and reported 32% higher RO than unmatched applicants by 2024.</p><p><strong>Conclusions: </strong>Research output among orthopaedic residency applicants has risen dramatically over the past decade, with a pronounced acceleration following the Step 1 transition to pass/fail. These findings suggest a shift toward research quantity as a dominant selection metric, raising concerns regarding sustainability, equity, burnout, and ethical authorship practices. Ongoing ERAS reforms and adoption of holistic review frameworks may be necessary to ensure fair, meaningful, and transparent residency selection in orthopaedic surgery.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261450081"},"PeriodicalIF":2.0,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13260781/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Disciplines: The Faculty Identity Challenge in Interprofessional Education.","authors":"Mildred Lopez, Poh-Sun Goh","doi":"10.1177/23821205261461024","DOIUrl":"10.1177/23821205261461024","url":null,"abstract":"<p><p>Interprofessional education (IPE) often fails to bridge the gap between student transformation and faculty disciplinary silos. This article examines the paradox of educators teaching collaboration while maintaining rigid professional identities. Faculty members traditionally derive authority from disciplinary expertise, which can unintentionally reinforce educational fragmentation. True interprofessional transformation requires a shift from transmitting specialized knowledge to facilitating collective learning. We propose that faculty development must move beyond activity-based training to support deep reflection on professional identity. Successful IPE depends on educators who model distributed leadership and shared expertise.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261461024"},"PeriodicalIF":2.0,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13254141/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Paging Frequency for Internal Medicine Residents in a Tertiary Care Hospital: A Prospective Observational Mixed Methods Study.","authors":"Crystal Liu, Matthew Cooper, Steven J Katz","doi":"10.1177/23821205261459897","DOIUrl":"10.1177/23821205261459897","url":null,"abstract":"<p><strong>Background: </strong>Paging is a common form of communication in hospitals, but frequent interruptions from pages can negatively impact patient care and physician well-being. This study aimed to understand the volume and urgency of hospital pages on internal medicine residents during call shifts.</p><p><strong>Methods: </strong>Internal medicine residents at a tertiary care center in Edmonton, Canada documented pages received during evening and overnight call shifts. Data on timing, content, urgency, and importance of pages were collected. Quantitative data were obtained from centralized paging records for internal medicine subspecialties from February 2021 to February 2023.</p><p><strong>Results: </strong>Residents received an average of 13.8 pages per shift, with 58.1% being urgent and 38.2% non-urgent. Pages from nurses comprised 75.5% of total pages. Pages interrupted patient care 52.6% of the time.</p><p><strong>Interpretation: </strong>On-call internal medicine residents receive a high volume of pages, predominantly from nurses, with a considerable proportion being non-urgent and did not lead to a change in patient care. Pages frequently interrupt patient care, highlighting potential areas for improvement in communication practices.</p><p><strong>Conclusion: </strong>Hospital pages significantly interrupt on-call residents' duties, with a notable proportion being non-urgent. Alternative communication methods should be explored to improve patient care and physician well-being during on-call shifts.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261459897"},"PeriodicalIF":2.0,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13250421/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148228728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Near-Peer-Led Spontaneous Vaginal Delivery Simulation Improves Clerkship Students' Knowledge and Confidence.","authors":"Claire M Schenken, Nisha Kalyanpur, Malavika Perinchery, Jacqueline L Moreno, Nicholas Stansbury, Gabriel Medrano-Valle, Sarah M Page-Ramsey, Erin L Nelson","doi":"10.1177/23821205261459895","DOIUrl":"10.1177/23821205261459895","url":null,"abstract":"<p><strong>Introduction: </strong>This study aims to evaluate a near-peer-led, low-fidelity spontaneous vaginal delivery (SVD) simulation on Obstetrics and Gynecology (OB/Gyn) clerkship medical students' knowledge, self-perceived confidence, and experiences.</p><p><strong>Methods: </strong>A pre-post intervention study was performed. Senior undergraduate medical students (MS4s) served as near-peer teachers and presented an SVD lecture and simulation session using a low-fidelity manikin to clerkship students on the first day of the Ob/Gyn clerkship. Demographics, knowledge, confidence, and experience were assessed via anonymous surveys at three points: pre-simulation, post-simulation, and post-clerkship. Students who completed the rotation in the preceding 1 year (prior to simulation implementation) served as controls.</p><p><strong>Results: </strong>259 clerkship students completed pre- and post-simulation surveys with 71 also completing post-clerkship surveys. 54 students served as controls. Post-simulation knowledge scores were significantly greater than pre-simulation and controls (76.9% vs. 54.5%, p< 0.01; 76.9% vs. 53.3%, p < .01). Knowledge increased, though not significantly, from post-simulation to post-clerkship (76.9% vs. 84.1%, p=0.07). Ob/Gyn clerkship student confidence significantly increased for all components of the vaginal delivery immediately following simulation (p <.01). Following the clerkship, students were more confident delivering and examining the placenta than immediately following the simulation (3.6 vs. 3.4, p=0.03; 3.6 vs. 3.3, p=0.04, respectively). Participation in delivery of placentas and infants did not significantly differ between students who completed the simulation and controls (3(3) vs. 3(3), p=0.32; 1(2) vs. 2(4), p=0.32, respectively).</p><p><strong>Conclusion: </strong>A 90-minute SVD simulation session at the start of the Ob/Gyn clerkship led by near-peers is feasible and significantly increases clerkship students' knowledge and confidence to participate in an SVD.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261459895"},"PeriodicalIF":2.0,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13247282/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148220035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Professional Identity Through a Student-Led Interprofessional Clinic: A Qualitative Study in Experiential Pharmacy Education.","authors":"Ville Valkonen","doi":"10.1177/23821205261458512","DOIUrl":"10.1177/23821205261458512","url":null,"abstract":"<p><strong>Objective: </strong>Structured models integrating pharmacy students into student-led interprofessional outpatient clinics remain limited in public healthcare contexts. This study evaluated an experiential pharmacy education model embedded within a newly established interprofessional health student clinic, examining its benefits and limitations for collaborative learning, role clarity, and professional identity formation.</p><p><strong>Methods: </strong>A six-week elective course was implemented within a newly established student-led interprofessional clinic in a primary care context in Finland. The model comprised structured orientation, supervised clinical practice including independent and joint interprofessional appointments, and guided reflection. A qualitative descriptive evaluation was conducted using thematic analysis of reflective diaries and written feedback of the pharmacy students; and instructor observations.</p><p><strong>Results: </strong>Nine fifth-year pharmacy students completed the course. Four central themes emerged: professional role clarification, increasing self-confidence through repeated patient encounters, the importance of structured orientation for clinical integration, and skill rehearsal and role integration in authentic clinical practice. The transition from independent pharmacist-led sessions to embedded interprofessional consultations was perceived as particularly influential in promoting collaborative role integration.</p><p><strong>Conclusion: </strong>Structured role integration within student-led clinics may strengthen professional identity formation and collaborative competence in pharmacy education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261458512"},"PeriodicalIF":2.0,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13234492/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical Experience in a Medicine-Engineering Interprofessional Education Program: A Qualitative Evaluation.","authors":"Margaret J Trost, Anne Vo, Denizhan Akan, Gregory Harlan, George Tolomiczenko","doi":"10.1177/23821205261449391","DOIUrl":"10.1177/23821205261449391","url":null,"abstract":"<p><strong>Background: </strong>Health-Technology-Engineering (HTE) is an interprofessional PhD/MD educational program. All students take the medical school course Introduction to Clinical Medicine (ICM)in order to learn communication, clinical skills, and identify healthcare challenges that could be solved with technologic innovation. This study sought to evaluate HTE-ICM by understanding perceptions between participating disciplines.</p><p><strong>Methods: </strong>One author (not part of HTE-ICM) conducted five focus groups; interviews were professionally transcribed. Questions were designed to explore motivation, course satisfaction/challenges, and success measures. Transcripts were reviewed separately by two authors and analyzed using grounded theory.</p><p><strong>Results: </strong>21/63 eligible students (33.3%; 18 MD, 3 PhD) and 9/35 faculty members (26%; 7 HTE, 2 ICM) participated in focus groups. Students were 80.9% male, had an average age of 24.4 years, and 30% self-identified as White/Caucasian. Themes shared by all participants included motivation to collaborate, , satisfaction that the course \"opened a window\" providing exposure to another profession, and that a success measure is building long-lasting partnerships. Time constraints were the major challenge identified. Additional themes were unique to certain subgroups. Identified opportunities for improvement included (1) peer-mentoring (2) faculty development (3) adjusting student expectations (4) better use of patient encounters to identify problems with engineering solutions.</p><p><strong>Conclusions: </strong>Qualitative analysis of HTE-ICM identified benefits and opportunities for improvement that can enhance the local experience and guide development of similar programs.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261449391"},"PeriodicalIF":2.0,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13231043/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical Suggestions for Reducing Burnout in US Medical Students.","authors":"Gary L Cohen","doi":"10.1177/23821205261458507","DOIUrl":"10.1177/23821205261458507","url":null,"abstract":"<p><p>Burnout is common in physicians and medical students in the United States and other countries. This commentary defines burnout in physicians and medical students. A literature review and my own outline will provide a partial list of its many causes of burnout through the four years of medical school. Current recommendations for reducing medical student burnout are more theoretical than practical in many cases. This review consists of my original suggestions for limiting burnout in medical students, including careful listening to the expected concerns and anxieties of beginning students, and support groups throughout the four years. I propose a reduction in the academic workload, more flexible scheduling of licensing examinations, and ways of lowering student educational debt. Reducing the duration of medical school to three years can also be helpful. Finally, a new beginning of the school day during the first two years is proposed.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261458507"},"PeriodicalIF":2.0,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13230661/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of TeamSTEPPS® Training on Teamwork and Interprofessional Communication in Maternity Care: A Quasi-Experimental Study.","authors":"Tayyiba Wasim, Lubna Ansari Baig, Saima Rafique, Natasha Bushra, Usman Ahmad","doi":"10.1177/23821205261450082","DOIUrl":"10.1177/23821205261450082","url":null,"abstract":"<p><strong>Background: </strong>Clear communication and cohesive teamwork are critical for ensuring safe, high-quality patient care, especially within the demanding environment of the labor ward. Pakistan faces some of the worst pregnancy outcomes globally. The TeamSTEPPS® is a validated curriculum for teaching interprofessional communication to healthcare professionals. Given the unique contexts of maternity care in Pakistan, there is a need to test the effectiveness of the TeamSTEPPS® program in interprofessional team involved in provision of care.</p><p><strong>Methods: </strong>This quasi experimental study was conducted at Services Institute Medical Sciences/Services hospital Lahore, Pakistan. All the nursing students, pharmacist, obstetric, anesthesia and pediatric residents posted in labour room for two months were included. A core team of faculty taught the participants using TeamSTEPPS® framework. Participants knowledge, perceptions and attitudes were checked pre-training, one week and one month post-training using TeamSTEPPS® questionnaire of Teamwork Attitudes Questionnaire, Teamwork Perceptions Questionnaire and learning benchmarks. Team performance using Team Performance Observation Tool was also assessed after a month by simulation scenarios. Data were entered and analyzed using SPSS version 25. Descriptive statistics were used to summarize demographic characteristics and Chi-square test was applied to evaluate the association between pre- and post-intervention scores related to attitude, perception, benchmark and team performance. P-value of less than 0.05 was considered statistically significant.</p><p><strong>Results: </strong>Total of 25 participants were imparted training. Significant improvements in team knowledge were seen in understanding the role of a team leader, shared mental model identifying the best method for conflict resolution at one week and one month post training (P<0.05). Changes in attitudes was observed in Team Structure, leadership and communication after one month (p<0.05). The intervention was effective in enhancing perceptions of team structure, situation monitoring, mutual support, and communication (p<0.05). The team performance assessment showed that all teams scored from acceptable to excellent implying that training had positive impact on their ability to work as interprofessional team.</p><p><strong>Conclusion: </strong>The study demonstrated improvements in knowledge, attitudes, perceptions, and observed behaviors of healthcare professionals, affirming the relevance and effectiveness of structured teamwork training in a maternity care setting. This advocates for integration of TeamSTEPPS® into medical curricula, institutional policy, and national health programs.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261450082"},"PeriodicalIF":2.0,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13221585/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Coaching on Medical Students During Their Clinical Clerkship: A Mixed-Methods Study.","authors":"Hidetaka Yokoh, Kiyoshi Shikino, Hajime Kasai, Masato Kanda, Atsuhiko Sugiyama, Tomoko Tsukamoto, Hanae Wakabayashi, Yohei Matsumoto, Yasuhiko Kimura, Mayumi Asahina, Shoichi Ito","doi":"10.1177/23821205261455732","DOIUrl":"10.1177/23821205261455732","url":null,"abstract":"<p><strong>Background: </strong>In undergraduate medical education, clinical clerkships (CC) serve as a platform for acquiring the integrated competencies essential to physicians. Simultaneously, CC plays a crucial role in facilitating a smooth transition to postgraduate training and preventing burnout. This study aims to elucidate the effects of coaching on medical students during CC, with particular focus on self-efficacy and resilience.</p><p><strong>Methods: </strong>This was a mixed-methods study based on an explanatory sequential design. The participants were fifth-year medical students who underwent CC at Chiba University Hospital in Japan between June and October 2021. They received four weeks of one-on-one coaching during one department's CC by other attending physicians trained as coaches. The participants answered self-assessment web questionnaires using the Japanese version of the Generalised Self-Efficacy Scale (GSE-J) and the Brief Resilience Scale Japanese version (BRS-J) before and after coaching. In addition, they participated in semi-structured focus group interviews related to the effects of coaching. Narrative data were analysed using qualitative content analysis.</p><p><strong>Results: </strong>Fifteen medical students participated in the study. The mean GSE-J and BRS-J scores (n = 13) significantly increased after coaching (from 71.0 (11.7) to 77.5 (16.2), <i>p</i> = 0.018, <i>Cohen's d</i> = 0.76, <i>Hedges' g</i> = 0.71 and from 18.5 (4.7) to 21.4 (4.1), <i>p</i> = 0.019, <i>Cohen's d</i> = 0.75, <i>Hedges' g</i> = 0.70, respectively). Four focus group interviews were conducted. The effects of coaching were classified into eight categories (goal setting and milestones, positiveness, verbalisation, self-confidence, proactivity, good communication, dealing with difficulties, and reflection and metacognition) related to self-efficacy and resilience.</p><p><strong>Conclusions: </strong>Medical students who receive coaching during CC improved their self-efficacy and resilience. Combining coaching with regular training in CC might serve as a useful educational strategy in terms of a smooth transition to postgraduate training and preventing burnout.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261455732"},"PeriodicalIF":2.0,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13219818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}