Roshanee Seth | The impact of coaching on professional identity development in postgraduate medical

Roshanee Seth Chesterfield Royal Hospital, UK Title: The impact of coaching on professional identity development in postgraduate medical trainees: A scoping review Abstract: Professional identity development is a complex and evolving process during postgraduate medical training, shaped by clinical experiences, social interactions and increasing responsibility. Although, coaching is increasingly recognised in medical education, its specific role in supporting identity development among postgraduate trainees remains less clearly understood. This study aimed to map existing evidence on how coaching contributes to this process and to identify key influencing factors. A scoping review methodology, informed by established frameworks for evidence synthesis, was employed. Electronic databases (e.g. MEDLINE, Embase, PsycINFO) and grey literature sources were searched. Three reviewers independently screened titles, abstracts and full texts against predefined eligibility criteria, with discrepancies resolved by consensus. Data from the included studies were charted and analysed using an iterative thematic approach to identify patterns across coaching formats, contexts and outcome measures. Twenty-two studies met the inclusion criteria. Findings suggest that coaching supports professional identity development through several interconnected mechanisms. Coaching creates psychologically safe spaces that encourage reflection, self-awareness and goal setting. It enables trainees to integrate personal values with professional expectations, enhancing confidence, decision-making and resilience. Different coaching formats, including one-to-one, group and peer approaches, offer complementary benefits, particularly in fostering community and shared learning. However, variability in programme design, limited longitudinal evidence and inconsistencies in evaluation methods remain key challenges. Overall, coaching appears to be a valuable strategy in supporting the holistic development of postgraduate trainees, extending beyond skill acquisition to encompass identity, well-being and career direction. Embedding structured, longitudinal coaching within postgraduate curricula may strengthen professional development and better prepare trainees for the complexities of modern clinical practice. Further research is needed to validate the evidence-based coaching framework introduced in this review and evaluate long-term outcomes and optimise implementation across healthcare settings. Biography: Dr Roshanee Seth is a Consultant in Emergency Medicine with over 10 years of experience in emergency care. She holds an MBBS, MEM (GWU), FRCEM, and an MSc in Medical Education (University of Warwick). She is currently Associate Director of Medical Education for Research, Innovation and Improvement and an undergraduate medical tutor at Chesterfield Royal Hospital NHS Foundation Trust, UK. She has a keen interest in medical education, innovation, and educational research, and actively promotes these within her organisation. Her work focuses on professional identity development, sustainability (Green ED), patient safety, and educational innovation. She is actively involved in teaching, supervision, and faculty development, and has published in peer-reviewed journals while leading multidisciplinary improvement initiatives across her Trust. #Nursing #NursingEducation #Healthcare #ClinicalPractice #PatientCare #MedicalResearch #NursingConference #Nurse #HealthcareInnovation #InnovincConferences #ScientificConference