{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,4]],"date-time":"2026-08-04T16:19:42Z","timestamp":1785860382310,"version":"3.56.0"},"reference-count":42,"publisher":"Wiley","issue":"8","license":[{"start":{"date-parts":[[2025,12,23]],"date-time":"2025-12-23T00:00:00Z","timestamp":1766448000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,12,23]],"date-time":"2025-12-23T00:00:00Z","timestamp":1766448000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2026,8]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Coaching is increasingly recognised as a valuable tool in health professions education (HPE), supporting learning, performance, and well\u2010being. Yet, the term \u2018coaching\u2019 is used inconsistently, leading to confusion and limiting its potential impact. In this cross\u2010cutting 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>The Three Generations Framework<\/jats:title>\n                    <jats:p>Generation 1 emphasises performance management, focusing on goal\u2010setting and problem\u2010solving. Generation 2 shifts towards personal development, leveraging strengths and fostering long\u2010term growth. Generation 3 centers on meaning\u2010making 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\u2010being.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications<\/jats:title>\n                    <jats:p>Rather than advocating for a single model, the article encourages educators to adopt a flexible, context\u2010sensitive 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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.70142","type":"journal-article","created":{"date-parts":[[2025,12,24]],"date-time":"2025-12-24T04:09:49Z","timestamp":1766549389000},"page":"865-872","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["How can I help at this moment? Outlining three generations of coaching for health professions educators"],"prefix":"10.1111","volume":"60","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3869-4883","authenticated-orcid":false,"given":"Rune D.","family":"Jensen","sequence":"first","affiliation":[{"name":"MidtSim, Department of Clinical Medicine Aarhus University  Aarhus Denmark"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2573-4663","authenticated-orcid":false,"given":"Ingrid","family":"Price","sequence":"additional","affiliation":[{"name":"Faculty of Pharmaceutical Sciences University of British Columbia  Vancouver British Columbia Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8672-2500","authenticated-orcid":false,"given":"Kevin W.","family":"Eva","sequence":"additional","affiliation":[{"name":"Department of Medicine and Centre for Health Education Scholarship University of British Columbia  Vancouver British Columbia Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,12,23]]},"reference":[{"key":"e_1_2_14_2_1","first-page":"122","volume-title":"Coaching in Medical Education: The AMA MedEd Innovation Series. 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