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  3. Coaching And Individualized Learning In Competency-based Medical Education: Framework Development And Research Priorities.
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  3. Coaching And Individualized Learning In Competency-based Medical Education: Framework Development And Research Priorities.

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Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research

Simanjit K Mand1, Meg Wolff2, Nicole Zamignani3

  • 1Emergency Medicine University of Wisconsin School of Medicine and Public Health Madison Wisconsin USA.

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|April 17, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

This study identifies key research questions for implementing coaching and individualized learning in competency-based medical education (CBME) for Emergency Medicine (EM). The findings aim to guide future research and improve EM training programs.

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Area of Science:

  • Medical Education
  • Graduate Medical Education
  • Emergency Medicine

Background:

  • Competency-based medical education (CBME) is a learner-centric approach crucial for enhancing patient care.
  • Coaching and individualized learning are vital for competency-focused instruction within CBME.
  • There is a limited understanding of how to effectively integrate coaching and individualized learning in Emergency Medicine (EM) graduate medical education (GME).

Purpose of the Study:

  • To identify priority research questions addressing knowledge gaps in coaching and individualized learning within EM's CBME framework.
  • To inform a discipline-specific research agenda for the 2025 Society for Academic Emergency Medicine (SAEM) Consensus Conference on CBME.
  • To guide the design, delivery, and outcome assessment of coaching and individualized learning in EM.

Main Methods:

  • A national workgroup of academic EM faculty with expertise in coaching and individualized learning was assembled.
  • A three-round modified Delphi process was conducted with twelve diverse members.
  • The process aimed to identify high-impact scholarly questions for EM's CBME research agenda.

Main Results:

  • Ten high-impact research questions were finalized, establishing a strategic direction for future scholarly initiatives in EM and CBME coaching.
  • Four categories of research questions emerged: coaching effectiveness and outcomes, coaching program design, faculty development and coaching competencies, and learner-centered factors.
  • The consensus identified critical areas for evidence-driven understanding to support EM's transition to CBME.

Conclusions:

  • EM is at a critical juncture in adopting CBME, necessitating a deeper understanding of coaching and individualized learning.
  • Rigorous research is needed to optimize the implementation of coaching and individualized learning for faculty and learners in EM.
  • The findings will inform faculty, training programs, and stakeholders to build a supportive infrastructure for successful CBME in EM.