Medical Students as Health Coaches

Wagner, P. D.; Jester, David M.; Moseley, Ginger C.

doi:10.1097/00001888-200211000-00032

Cited by 15 publications

(19 citation statements)

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“…27Y29 Medical students can be successfully trained in effective communication skills using empathy and noninterrogation activities. 30 Even without formal training, a physician can work toward adopting the coach approach through following the five-step cycle in the coaching model in Figure 1. In addition, there is a simple Road Map www.ajpmr.com Coaching for Behavior Change in Physiatry to the Coach Approach (Table 3).…”

Section: Training In Coachingmentioning

confidence: 99%

Coaching for Behavior Change in Physiatry

Frates

Moore

Lopez

et al. 2011

American Journal of Physical Medicine &Amp; Rehabilitation

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Behavior modification is vital to the prevention or amelioration of lifestyle-related disease. Health and wellness coaching is emerging as a powerful intervention to help patients initiate and maintain sustainable change that can be critical to physiatry practice. The coach approach delivers a patient-centered collaborative partnership to create an engaging and realistic individualized plan. The coaching process builds the psychologic skills needed to support lasting change, including mindfulness, self-awareness, self-motivation, resilience, optimism, and self-efficacy. Preliminary studies indicate that health and wellness coaching is a useful and potentially important adjunct to usual care for managing hyperlipidemia, diabetes, cancer pain, cancer survival, asthma, weight loss, and increasing physical activity. Physiatrists can benefit from the insights of coaching to promote effective collaboration, negotiation, and motivation to encourage patients to take responsibility for their recovery and their future wellness by adopting healthy lifestyles.

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Section: Training In Coachingmentioning

confidence: 99%

Coaching for Behavior Change in Physiatry

Frates

Moore

Lopez

et al. 2011

American Journal of Physical Medicine &Amp; Rehabilitation

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“…Most studies have investigated the use of professionals in the coaching role, although a few have examined the use of students (Leung et al, 2012; Sacco, Malone, Morrison, Friedman, & Wells, 2009; Sheehan-Smith & Brinthaupt, 2010; Wagner, Jester, & Moseley, 2002; Veroff, Marr, & Wennberg, 2013). Findings have been limited by brief intervention duration (Leung et al, 2012; Sacco, Malone, Morrison, Friedman, & Wells, 2009; Sheehan-Smith & Brinthaupt, 2010; Wagner, Jester, & Moseley, 2002), minimal training (Sheehan-Smith & Brinthaupt, 2010), and high attrition rates (Leung et al, 2012; Sheehan-Smith & Brinthaupt, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Findings have been limited by brief intervention duration (Leung et al, 2012; Sacco, Malone, Morrison, Friedman, & Wells, 2009; Sheehan-Smith & Brinthaupt, 2010; Wagner, Jester, & Moseley, 2002), minimal training (Sheehan-Smith & Brinthaupt, 2010), and high attrition rates (Leung et al, 2012; Sheehan-Smith & Brinthaupt, 2010). One study (Wagner, Jester, & Moseley, 2002) reported the use of medical students as health coaches, but information on the details or effectiveness of this curriculum could not be found. To the authors’ knowledge, no published studies to date have reported on health coaching as a component of a geriatrics curriculum in medical school.…”

Section: Introductionmentioning

confidence: 99%

Outcomes of a health coaching intervention delivered by medical students for older adults with uncontrolled type 2 diabetes

Krok‐Schoen

Shim

Nagel

et al. 2015

Gerontology & Geriatrics Education

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Objectives To develop a pilot health coaching curriculum, investigate its effects on geriatric patient outcomes, and examine qualitative feedback by older patients and medical students to the curriculum. Methods A mixed methods study involving 29 first-year medical students randomly paired with 29 older adults with uncontrolled Type 2 diabetes was completed. Health-related quality of life (HRQoL), stage of change movement, diabetes knowledge, locus of control, body mass index (BMI), and glycosylated hemoglobin (HbA1c) were assessed. Focus groups were used to evaluate patients’ and medical students’ experiences. Results Patients’ HRQoL and stage of change for exercise improved significantly over time. There were no significant changes in stage of change for healthy diet and medication, diabetes knowledge, BMI, and HbA1c from baseline to end-of-study. Focus group data indicated positive responses by older patients and the medical students. Discussion A health coaching curriculum may improve patient outcomes and can provide medical students the skills needed to provide compassionate care for geriatric patients.

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“…22 They learn to understand the realities of effecting behavior change. 23 They learn medicine in all of its complexities and uncertainties and value the opportunity to follow real patients through the course of illness. 24 Continuity of student involvement with patients has the potential for improving patient care, just as continuity of care has been shown to improve quality by decreasing the likelihood of hospitalization, 25 improving rates for preventive interventions, 26 -28 improving patient satisfaction, 29 increasing patient trust, 30 and improving adherence.…”

mentioning

confidence: 99%