Implementation and evaluation of a communication coaching program: a CFIR-Informed qualitative analysis mapped onto a...

Area of Science:

• Medical Education
• Health Professions Education
• Communication Skills Training

Background:

• Coaching programs in graduate medical education can enhance trainee development across core competencies.
• Rigorous program evaluation is crucial for ensuring the effectiveness of these coaching initiatives.
• This study qualitatively evaluated a multi-departmental, faculty-led communication coaching program.

Purpose of the Study:

• To qualitatively evaluate the implementation of a faculty-led communication coaching program in graduate medical education.
• To utilize a logic model framework to assess program implementation and identify areas for improvement.
• To gather perspectives from key stakeholders on physician communication training needs and program effectiveness.

Main Methods:

• Semi-structured interviews were conducted with 35 participants from four stakeholder groups: resident coachees, faculty coaches, medical education leaders, and programmatic sponsors.
• The Consolidated Framework of Implementation Research (CFIR) guided codebook development and thematic analysis.
• Emergent themes were mapped onto the domains of a logic model (Context, Inputs/Outputs, Outcomes, Evaluation) to structure findings.

Main Results:

• Eight emergent themes were identified and mapped onto the logic model domains.
• Context themes included identified gaps in communication education and the importance of patient-centeredness.
• Outcomes themes highlighted learning-focused and patient-related benefits, alongside challenges in defining and evaluating program success.

Conclusions:

• Mapping CFIR-informed themes onto a logic model provides a novel strategy for integrating program implementation and evaluation in medical education.
• The findings offer actionable insights for refining communication coaching programs to better meet stakeholder needs.
• This approach supports the development of more effective and sustainable educational programming in graduate medical education.