Learning Shifts of Clinicians Who Become Clinician‐Coaches: An Exploratory Qualitative Study of Emergency Physicians

Abstract

OBJECTIVE: To explore how emergency physicians experience and sustain the shift from clinicians to clinician-coaches. METHODS: Participants were interviewed about how they made sense of their coaching roles and coaching practice within the emergency department. RESULTS: Using reflexive thematic analysis, five themes were developed that pertain to the key learning shifts that characterised their journey from clinician to clinician-coach. These involved a shift from problem-solving to possibility-finding; from authority to partnership; from certainty to curiosity; from expertise to humility; and from doing to being. CONCLUSIONS: Fostering a supportive environment for these five shifts could facilitate the transformations in identity and practice necessary for clinicians to become clinician-coaches.

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