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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.
AEM Education and Training
|April 17, 2026
Summary
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.
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.
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