Abstract
From athletics to the operating suite, coaching is used as a tool for performance improvement.1 Coaching within medicine has been used by educators for over a decade,2,3 but primarily focused on faculty coaches and trainee talents.4,5 Published outcomes include improvements in feedback and self-reflection, task-based performance, and teaching.1,2,6,7 Coaching, unlike mentorship and evaluation, is a confidential and talent-centric practice involving observation, feedback, and goal setting. Reported advantages of peer-to-peer coaching models include increased confidence in ability to give and receive feedback, skill development, and elimination of inherent bias in supervisor-to-learner evaluation.
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