UNASSIGNED: Background Individualized education is emerging as an innovative model for physician training. This requires faculty @entity15285 to guide learners' achievements in @entity4207 performance, competency development, and career progression. In addition, @entity15285 can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of @entity15285 as applied to medical education are needed to accurately assess the @entity15285 relationship and @entity15285 processes. These can then be linked to learner outcomes to inform how @entity15285 serves as a modifier of @entity4207 and competency achievement and career satisfaction. Innovation We developed definitions and constructs for @entity15285 in medical education based on review of existing education and non-education @entity15285 literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of @entity15285 programs aimed at producing outstanding physicians.

Coaching: a new model for XXXX and career achievement.

@entity15285 :: ('MESH:C536430', 'Disease') :: ['academic coaching', 'coaching'] @entity4207 :: ('MESH:D007859', 'Disease') :: ['academic']
@entity4207 :: (MESH:D007859,Disease) :: ['academic']
