How can I help at this moment? Outlining three generations of coaching for health professions educators

Coaching is increasingly recognised as a valuable tool in health professions education (HPE), supporting learning, performance, and well-being. Yet, the term 'coaching' is used inconsistently, leading to confusion and limiting its potential impact. In this cross-cutting edge article, the authors draw upon a framework from the sport psychology and organisational development literatures to outline three distinct generations of coaching that can guide HPE away from treating coaching as a unitary construct. In doing so, we strive to clarify coaching's varied purposes and paradigms.

Generation 1 emphasises performance management, focusing on goal-setting and problem-solving. Generation 2 shifts towards personal development, leveraging strengths and fostering long-term growth. Generation 3 centers on meaning-making and cultural transformation, prioritising values, identity and reflective dialogue. The authors argue that each generation offers unique benefits and limitations and that coaching in HPE should be deliberately aligned with the learner's context and goals. Through examples from clinical education, they illustrate how different coaching approaches can support technical skill development, professional identity formation and well-being.

Rather than advocating for a single model, the article encourages educators to adopt a flexible, context-sensitive approach to coaching. By understanding the generational distinctions, HPE professionals can better tailor coaching interventions to meet learners' evolving needs and foster sustainable development. As coaching continues to expand in scope and complexity, this framework offers a timely lens for enhancing clarity, intentionality, and impact in health professions education.