Coaching Program Research Articles

Employee Group Coaching Program for University and Hospital Employees During COVID-19: A Feasibility Study.

Workplace wellbeing programs can be beneficial but range widely in approach. A group coaching model offers numerous benefits. To evaluate feasibility of group coaching for employees during COVID-19. Employees (n = 29) at a university and university hospital underwent a 12-week group coaching program. Measurements of feasibility -- including enrollment, attendance at sessions goal attainment and satisfaction -- and exploratory outcomes including perceived physical and mental health and stress were administered at beginning, middle, and end of the program, plus 2 follow-ups. Twenty-six of the 29 program enrollees (96% women; 65% university employees) opted to complete surveys at 1 or more time points, and 9 individuals completed surveys at all 5 time points. Median attendance was 9 sessions. Participants opted to focus on movement, nutrition and mind/body goals and all participants reported making progress toward their goal during the program. Exploratory wellness outcomes showed meaningful improvements in perceived physical and mental health and reduced stress during the program, with return to near baseline 12weeks after program completion. Perceptions of workplace wellness culture varied by employer. Despite pandemic-related disruptions to life, work, and health, online group coaching is feasible and acceptable to participants. The program should be replicated to evaluate whether the improvements in exploratory wellness outcomes observed during the program are statistically significant. The apparent return to baseline levels by 24weeks suggests that post-program maintenance support may be helpful.

Overcoming financial and social barriers during COVID-19: A medical student-led medical education innovation.

Underrepresented minorities in medicine (URMM) may face financial and social limitations when applying to medical schools. The computer-based assessment for sampling personal characteristics (CASPER) test is used by many medical schools to assess the nonacademic competencies of applicants. Performance on CASPER can be enhanced by coaching and mentorship, which URMMs often lack, for affordability reasons, when applying to medical schools. The CASPER Preparation Program (CPP) is a free, online, 4-week program to help URMM prepare for the CASPER test. CPP features free medical ethics resources, homework and practice tests, and feedback from tutors. Two of CPPs major objectives include relieving URMM of financial burdens and increasing their accessibility to mentorship during the COVID-19 pandemic. A program evaluation was conducted using anonymous, voluntary postprogram questionnaires to assess CPPs efficacy in achieving the aforementioned objectives. Sixty URMMs completed the survey. The majority of the respondents strongly agreed or agreed that CPP relieves students of financial burden (97%), is beneficial for applicants with low-socioeconomic statuses (98%), provides students with resources they could not afford (n = 55; 92%), and enables access to mentors during the pandemic (90%). Pathway coaching programs, such as the CASPER Preparation Program, have the potential to offer URMMs mentorship and financial relief, and increase their confidence and familiarity with standardized admission tests to help them matriculate into medical schools.

Supervisors' Strategy to Improve Teacher's Pedagogic Competence in the Implementation of the Independent Curriculum at High School in Banda Aceh City, Indonesia

The school supervisor has the main task of monitoring, supervising and evaluating the implementation of education. This research aims to describe high schools in Banda Aceh City: 1) Supervisor coaching program for teacher pedagogic competence; 2) Supervision strategies for improving teacher pedagogy; 3) Evaluating the Superintendent training program; 4) The supporting and inhibiting factors found by the supervisors in increasing the pedagogical competence of teachers. This research uses a type of descriptive qualitative research method. The subjects in this study consisted of supervisors, principals and teachers. The research was conducted at the driving schools of Negeri 3 and Negeri 7 Kota Banda Aceh. Collecting data with the method of interviews, observation and documentation. The results of the study can be concluded: 1) the preparation of the supervisory program is carried out at the beginning of the school year, consisting of a Managerial Program Plan (known as RPM) and an Academic Program Plan ( known as RPA); 2) the implementation of the academic supervision program has stages and a structured schedule; 3) program evaluation is about evaluating the results of academic supervision, especially on the educational competencies carried out by school principals and supervisors for teachers; 4) follow-up and solutions to these obstacles are coaching from school supervisors and principals, attending training, sharing in the MGMP and increasing the intensity of class visits to regular and continuous academic supervision.

The Effectiveness of Strength-Based Coaching Program for Adolescents: Meta-Analysis

본 연구의 목적은 국내에서 청소년을 대상으로 연구된 강점 기반 코칭 프로그램의 효과를 추정하고 실천적인 시사점을 도출하기 위한 것이다. 2022년 6월 30일까지 국내에서 연구된 논문들을 탐색 및 대상연구로 선정하였다. 코칭 전문가 2인이 참여하여 총 7편의 연구를 선정하였고, 이상치를 포함한 1편 외에 6편의 연구에서 26개의 효과크기를 추출 및 분석하였다. 청소년을 대상으로 한 강점 기반 코칭 프로그램의 전체 효과크기는 표준화된 평균차이 효과크기로 0.67이었다. 종속변인에서는 개인·사회성 발달 영역의 효과크기가 진로 발달 영역보다 상대적으로 크게 나타났다. 코칭 영역에서는 라이프코칭, 커리어코칭 순이었다. 코칭 방법에서는 일대일코칭, 그룹코칭 순이었다. 개입 도구 별로는 비폭력대화(NVC), 강점인식 및 활용, 커리어모델링, 스토리텔링, 댄스 심리 순이었다. 중학생보다는 고등학생을 대상으로 한 연구가 효과가 더 컸다. 프로그램이 진행된 기간이 길수록 효과크기가 큰 것으로 나타났다. 본 연구를 통해 청소년 대상의 강점기반 코칭 프로그램의 연구 현황을 종합적으로 분석하여 증거에 기반한 실천(evidence based practice)의 토대를 마련하고자 하였다. 향후 강점 기반 코칭과 관련된 이론모형에 기반한 관련 변인 메타분석, 양적연구와 더불어 질적연구에 대한 통합적인 연구가 필요함을 제언하였다.

Evaluation of the development program anemon dive club

This study aims to evaluate the coaching program of the Anemon Dive Club, which is a sports association that fosters and develops swimming sports in Indonesia. In this evaluation, the study used a survey method using the CIPP model, namely, Context, Input, Process, Product. From the results of this study it is concluded that: the context stage, the Anemon Dive Club coaching program is considered very good, the implementation carried out is according to the Vision and Mission. Then the Goals and Strategic Plans serve as guidelines and references in the implementation of the Anemone Dive Club program. The input stage, which involves association performance, coaching and training programs, athletes, the availability of coaches, infrastructure and funding sources is considered Very Good, which is 83.5%. The process stage includes the implementation of the coaching program and the effectiveness of the program implementation is considered good, with an average rating of 82.98%. The last stage, namely the stage of the product being evaluated is the achievement of targets regarding the assessment of the pattern of coaching carried out. Then the next achievement in the academic field by participating in and winning events in diving, athletes who excel can enter excellent schools with an achievement pathway, so that in addition to sports achievements, academic achievements can also be obtained.

РОЗВИТОК ПРОФЕСІЙНИХ КОМПЕТЕНЦІЙ МЕНЕДЖЕРІВ МЕТОДОМ КОУЧИНГУ

The article is devoted to the description of coaching sessions for client managers with the aim of developing professional competencies (corporate, communicative, functional and managerial). The content of each session, the activities of the coach-mentor and managers are covered. The coach-mentor's work tool is the questions presented here as guidelines for working on competencies. The basic GROW model is described, which includes four stages of work: 1) goal setting, 2) analysis of the current situation; 3) development of options for achieving the goal; 4) implementation and control. The contents of the checklists, which aim to help managers form certain models of behavior at workplaces (checklists "Ability to accept criticism", "Ability to process information") are covered in detail. The coaching model "ABC technique" (feedback from failure) is also described, the purpose of which is to find errors in the work performed and draw appropriate conclusions. In the process of working on failures, managers answered the following questions: what business situations and why do they perceive them as failures; what specific knowledge, abilities, skills and other resources does the manager lack; how to solve a difficult situation; which of the colleagues is an ally, and which is a pest; how to minimize the harmful influence of colleagues; what is the desired result; creating a clear algorithm of actions at the workplace to achieve the desired result. The results of the implementation of the coaching program in the context of changing the level of development of professional competencies (in the experimental and control groups of managers) are presented. The effectiveness of the program was tested by the Wilcoxon test. All parameters, according to the given results, have changed significantly (as the asymptotic significance is less than 0.05), except for the last one (atmosphere assessment). The conclusion follows from this: the coaching program for the development of professional competencies of managers working with clients is effective.

유아기 부모역량 강화를 위한 비대면 부모코칭프로그램 개발 및 효과

The purpose of this study is to develop a non-face-to-face parent coaching program to strengthen parental competency in early childhood, and to verify the effectiveness of the program after conducting it on early childhood parents. As a procedure for this, the basis of the program was designed through a literature review and a demand survey, and the final program was developed by revising and supplementing it through an expert validity review. Parent competency refers to the ability of parents to raise their children, take care of and manage themselves for their well-being and happiness, adapt to society as a social worker, and use various information. This program was conducted by meeting 10 parents individually on an online platform, with a total of 10 sessions, once a week, and 1 hour and 30 minutes per session. The effectiveness of the program was verified through pre-, post-, and post-inspection. The results of this study are as follows. First, the non-face-to-face parent coaching program was developed to strengthen parental competency in early childhood. Second, the non-face-to-face parental coaching program to strengthen parental competency in early childhood significantly increased parental multi-competency. Third, it was confirmed that the non-face-to-face parental coaching program in childhood significantly increased and maintained parental resolution-oriented thinking. Fourth, it was confirmed that the non-face-to-face parental coaching program in childhood significantly increased parental insight and maintained afterwards. Fifth, the non-face-to-face parental coaching program to strengthen parental competency in early childhood reduced parenting stress.

Effectiveness of a Scalable mHealth Intervention for Children With Overweight and Obesity.

Background: Multicomponent interventions are the first line of treatment for pediatric obesity, but are challenging to access. Mobile health (mHealth) interventions hold promise as they address commonly cited barriers for attending in person programs and have potential for wide scale dissemination. Methods: This retrospective cohort study examined data from youth who enrolled in the Kurbo program, which includes personal health coaching and a mobile app. Hierarchical linear regression was used to examine the impact of baseline percentage of the 95th% percentile for body mass index (%BMIp95), number of coaching sessions, and length of time enrolled in the program on change in %BMIp95, controlling for baseline age and sex. Results: A total of 3500 youth (mean age of 12.79 years, 71.3% female) were included. Youth experienced a 0.70 U decrease in BMI [standard deviation (SD) = 2.19] and a 4.45% decrease (SD = 8.5) in %BMIp95 over a mean of 31.5 weeks. The overall regression model was significant, R2 = 0.066, F(3,3494) = 77.18, and p < 0.001. Predictors of decrease in weight status included being female (b = -1.11, p < 0.001), higher baseline %BMIp95, (b = -0.58, p < 0.001), and greater number of coaching sessions (b = -0.12, p < 0.001), while greater time enrolled in the program (b = 0.02, p < 0.001) was associated with less change. Conclusion: Findings suggest a scalable coaching program with integrated digital tools for monitoring diet and activity can lead to significant reductions in weight status. Findings need to be replicated with more rigorous study designs, including a comparison condition and verified assessment of height and weight.

Fostering "Reflection-On-Practice" Through a Multisource Feedback and Peer Coaching Pilot Program.

Reflective practice involves thinking about one's practice and often involves using data to effect such reflection. Multisource feedback (MSF) involves evaluation by peers, patients, and coworkers. Coaching has been identified as a key aspect of MSF with peer coaching involving two or more colleagues working together to reflect on current practices and share ideas. We introduced a pilot MSF and peer coaching program with a goal to evaluate its effect on fostering reflective practice. Physician participants completed a 360-degree assessment of their practices, followed by peer coaching sessions. Peer coaches were oriented to an evidence-based theory-driven feedback model (R2C2) to support coaching skills development. A mixed-methods evaluation study was undertaken, including pre to post surveys of readiness for self-directed learning, a postevaluation survey of participant satisfaction, and semistructured participant interviews. Thirty four (N = 34) participants completed the 360-degree assessment, and 22 participants took part in two coaching meetings. Respondents reported significant improvement to aspects of their readiness for self-directed learning ( P <.05), including knowing about learning strategies to achieve key learning goals, knowing about resources to support one's own learning, and being able to evaluate one's learning outcomes. Overall, respondents felt empowered to "reflect" on their practices, affirm what they were doing well, and, for some, identify opportunities for further and ongoing professional development. MSF and peer coaching emerged as key elements in enabling reflective practice by facilitating reflection on one's practice and conversations with one's peers to affirm strengths and opportunities for strengthening practice through self-directed professional development.

HOLISTIC WELLNESS COACHING INTERVENTION FOR OLDER ADULTS IN RESIDENTIAL COMMUNITIES

Abstract Many wellness programs for older adults focus on physical health or specific conditions, such as heart disease prevention or diabetes management. To supplement these efforts, there is a need for holistic wellness programming to enhance well-being in later life. We developed and piloted a novel wellness coaching program for residents of senior living communities to address this need. The theoretical framework of the program is based on a holistic, multidimensional wellness model and self-determination theory. Staff members from eight residential communities were trained on wellness coaching techniques, such as motivational interviewing, active listening, and group facilitation skills, before they led the 9-week resident wellness coaching program. A total of 79 residents, ages 71 to 97 (M = 84.3, SD = 6.5), completed the pilot program. The resident wellness coaching program included a mixture of individual and group coaching sessions. The coaching sessions provided wellness education, social support, and space to share progress on wellness goals. Participants completed surveys at three time points: pre-program, post-program, and 1-month follow-up. Residents reported high satisfaction with the overall program and its components. Repeated measures ANOVAs were conducted to examine changes in wellness over time. Comparison of pre- and post-test scores revealed significant improvements in health satisfaction, physical and psychological quality of life, purpose, loneliness, relatedness, and competence. Some of these changes, such as increases in psychological quality of life and decreases in loneliness, persisted at the one-month follow-up. These findings have implications for the development and implementation of wellness coaching programs with older adults.

Double jeopardy: the paradox and promise of coaching women leaders from a critical feminist perspective

PurposeThe purpose of this paper is to interrogate the “double-jeopardy” in widely adopted women’s leadership development interventions aimed at “fixing” women, explore critical feminist coaching (CFC) perspectives and practices and offer more equitable and just alternatives for developing women leaders.Design/methodology/approachThis paper includes a literature review of post-feminist and critical feminist perspectives and a critical examination of coaching for women leaders from each perspective.FindingsPostfeminist approaches in organizations are little scrutinized because of the dominant postfeminist discourse that women's subordination and oppression have been “resolved” through neoliberal, individualistic interventions, such as postfeminist coaching programs. Infusing the message of “fixing women” through emphasizing “4 C’s” – confidence, control, courage and competition – postfeminist coaching programs have been submitting women leaders to “double jeopardy.” The authors critique this postfeminist coaching paradox from a critical feminist perspective foregrounding “4 R’s” – reflecting, reforming, raising and rebuilding – promising more equitable, just development.Originality/valueTo the best of the authors’ knowledge, this is the first attempt to describe CFC and presentation of a conceptual and practical model of the process. The authors define postfeminist coaching as the disavowal of feminist values and failure to challenge gender hegemony in the coaching process. The authors propose a model of CFC defined as the explicit embrace of feminist values and challenge of gender hegemony in the coaching process. The authors offer alternatives for developing women leaders amid paradoxical, complex, capitalist systems, with a critical lens challenging postfeminism.

Linguistic coaching: a pilot study of one-to-one near-peer coaching for international GP trainees in Yorkshire

ABSTRACT Introduction International medical graduates (IMGs) have a higher rate of examination failure and are more likely to be referred to the regulator for professional performance issues than their UK-trained counterparts. Support for IMGs to reduce differential attainment takes many forms. A pilot study to assess the feasibility and utility of early intervention to increase the support available for IMGs entering general practice (GP) training was undertaken. Method IMGs entering GP training in one UK region were offered one-to-one, near-peer linguistic coaching during their first two weeks of training. A session focusing on cultural acclimatisation, local accent and dialect using mock patient consultations was delivered and evaluated. Results The coaching was valued by the trainees and the intervention allowed very early identification of a trainee who needed further support. It was possible to identify such trainees using a non-medical volunteer student coach. Discussion Use of a non-medical, near-peer coach for one-to-one linguistic support has not previously been described for IMGs. This pilot study confirms the acceptability and utility of this approach. Early identification of trainees requiring enhanced support allows targeted interventions in a time-pressured speciality training programme. Further study with a larger-scale and longer-term coaching programme, assessing trainee feedback and uptake of early supportive intervention is recommended.

Evaluation of the KONI Sports Coaching Program in Karangasem Bali Regency

Sports coaching in the Province of Bali are unevenly distributed. It is proven that Karangasem Regency often ranks at the bottom. The fundamental cause experienced by KONI is that the sports coaching program that has yet to be implemented optimally refers to the progress of sports science and technology with scientific studies. The study aimed to evaluate the KONI sports coaching program in Karangasem Regency, Bali Province, using the context, input, process, and product (CIPP) model. Evaluation research uses a combination approach (quantitative and qualitative). The methods used in collecting data are observation, interviews, and documentation. The instrument used in collecting data is a questionnaire sheet. The data analysis used is data triangulation. The results of the study, namely First, recommend the results of the evaluation of the KONI sports coaching program in Karangasem Regency. Second, the KONI policy in Karangasem Regency in the development of sports coaching. Third, realizing sports coaching systems/coaching models at KONI Karangasem Regency. Fourth, make management of sports coaching at KONI Karangasem Regency. Related parties are expected to be able to make a real contribution in the management and development of KONI sports in Karangasem Regency, Bali Province.

Evaluation of the Tennis Court Coaching Program in Selabora Tennis Club the Faculty of Sports Science, Yogyakarta State University

The purpose of this study is to evaluate the coaching program at the tennis court club Selabora FIK UNY. The results of this research evaluation are expected to be one of the researchers' contributions to realize an optimal coaching program in the tennis court sports club in the Selabora of the Faculty of Sports Science (FIK) Yogyakarta State University. This research is an evaluation research with a CIPP evaluation model. The approach taken using a quantitative approach is supported by questionnaire research instruments. The questionnaire has been validated by three experts. The sampling technique used is a purposive sampling technique with the criteria of active administrators Selabora, active trainers Selabora, and students Selabora with a minimum age of 10 years. The sample of this study was 30 people consisting of 2 administrators, 8 coaches, and 20 students. The result of this study is that the coaching program for the Faculty of Medicine UNY in tennis courts is 3.16 in the medium category. The recommendations from the results of this study are, the context aspect of improving and developing, especially in terms of coaching programs, the input aspect of the coach continues to develop his coaching knowledge and attend training, the process aspect of the management can compile a long-term coaching program and the product aspect needs to be collaborated from several parties, in this case, namely administrators, coaches, students and parents of students to continue to try their best in carrying out the training process.

Analisis Problem Solving Juvenile Delinquency Remaja Kokoda Belakang Diklat KM 8 Kota Sorong.

The Problem of Juvenile Delinquency for Teenagers Kokoda is behind the KM Training. 8 Sorong City with a problem solving method approach in solving social problems. And research methods using qualitative. Data collection techniques with observation, interviews and documentation. The technical analysis of the data collected in this study, including data reduction, data presentation and verification or drawing conclusions, was re-examined to determine the completeness of the data obtained.&#x0D; The factors that influence the occurrence of Juvenile Delinquency behavior, namely, teenagers have curiosity and originate from promiscuity. As for the inputs provided by the Sorong City Government, traditional leaders and community leaders to be used as a solution by the Malaimsimsa District, the first places more emphasis on the spiritual aspect, the second is that forming the character of children starts from the family environment and the third is that young people must find jobs that are commensurate and must be occupied so that These social behaviors disappear with time. Of these three factors, it is not a guarantee and a solution in dealing with the juvenile delinquency behavior of Kokoda teenagers behind training. KM 8 Sorong City. So that this thesis will be used as a reference for creating a coaching program for the Kokoda youth behind the KM 8 Education and Training Center, Sorong City.

Teacher Competencies and School Improvement Specialist Coaching (SISC+) Programme in Malaysia as a Model for Improvement of Quality Education in China

The focus for Chinese citizens to pursue study in Malaysia is based on quality improvement in the Malaysian education system, especially in the teacher quality and school improvement specialist coaching (SISC+) program implemented in the Malaysian school system. The role of teacher’s competencies, such as teacher enthusiasm, which involves the invoking of passion and excitement in students and the participation of teachers, are the most positive teaching activity associated with the gratification of specific lessons. As a model to attract foreign students, especially from China, it is important to review the Ministry’s SISC+ plan and determine if teaching competencies among teachers can positively impact the system. The purpose of this study is to examine how teacher competencies influence the SISC+ Coaching program (Guidance) in rural high schools in Malaysia. The novelty of this research lies in measuring teachers’ competencies in three dimensions: communication skills, skills in teaching strategies, and methods and teaching-involvements skills within a framework. This study employed a quantitative method consisting of a questionnaire with a five-point Likert scale. The instruments were taken from a questionnaire developed by the Malaysia Ministry of Education (MOE) for the coaching of SISC+ (16 questions), while the measurement of teachers’ competencies (22 questions) was performed using a questionnaire from past literature. A total of 186 teachers from six Malaysia secondary schools were involved in the study and the data were analyzed using SEM PLS. The findings revealed that out of all the three competency dimensions (communication, policy, process, and methodology, and student involvement), only teacher communication skills with learners had a major effect on the SISC+ coaching program. The findings also showed that the contact capabilities with students appeared to favor the SISC+ method. Thus, the study contributes to the creation of new knowledge with empirical tests, along with several practical implications for research on teaching competency development.

Evaluation of the Tennis Court Coaching Program in Selabora Tennis Club the Faculty of Sports Science, Yogyakarta State University

Evaluation of the Tennis Court Coaching Program in Selabora Tennis Club the Faculty of Sports Science, Yogyakarta State University

Career success: Analysis and development of career opportunities in students

Effective implementation and development of the career development programmes determine the economic growth of countries. The research aims to discuss and analyze the characteristics and elements of the students’ career opportunities. The results help the scholars select the proper type of analysis and appropriate tools to examine the elements of career opportunities. The sample consisted of 102 third and fourth year students from NJSC Toraighyrov University. The following methods and criteria were used to analyze the initial stage of the student career development: emotional intelligence (based on the methodology proposed by J. N. Hall), communication skills (Test of communication skills by L. Mikhelson), self-assessment (S. A. Budassi’s method of self-assessment), career value orientations (Edgar Schein’s Career Anchors), motivation for success (The Questionnaire by T. Ehlers). The surveys were conducted using Google Forms. The results helped to identify the characteristics and elements of the students’ career opportunities. The data collected at NJSC Toraighyrov University of the Republic of Kazakhstan show that 35% of students have a low level of emotional intelligence, 47% have addictive behaviors during communication, 31% of respondents have low self-esteem, lack of motivation for success was identified in 18% of students. Only a small number of students could clearly define their career orientations regarding Lifestyle Integration, Challenge and Management. The research suggests that it is important to introduce career development programmes that empower students and encourage them to build professional career paths in the future. Used as a learning framework, the Career coaching programme helps to design, develop, assess and implement each element of the career opportunities. The implementation advantages of the Career coaching programme for students as part of the educational process are discussed in the present research. The programme Career coaching will develop awareness and advance careers among graduate students. Moreover, it will provide a guideline for the first steps toward developing a successful career path.

Effects of a peer health coaching program on college student lifestyle behaviors

Objective: Health coaching (HC) may promote healthy behaviors in incoming college students. Participants: 187 undergraduate students (76% female; age 18.6 ± 1.6) were recruited to participate in a peer HC program. Methods: Participants received four HC sessions in eight-weeks to work toward self-selected goals of physical activity (PA), diet, or stress management. PA was assessed using the International Physical Activity Questionnaire Short-Form, diet with the Eating Habits Confidence Survey, and stress with the Perceived Stress Scale. Results: Repeated measures ANOVAs investigated lifestyle behavior changes in 130 participants. Significant effects of time were reported, with a 39.6% gain in PA, 9.9% increase in dietary habit, and 16.3% decline in stress levels with moderate to large effect sizes (ηp 2: 0.07-0.17; p< 0.01). Conclusion: The peer HC model promoted healthy lifestyles in college students. Additional research is needed to understand the effects of HC specifically for each goal, and student reactions to peer-led HC.

Qualitative Experiences of Trained Medical Student Coaches Delivering a Community-Outreach Telehealth Coaching Program

<h3>Research Objectives</h3> To describe medical student coaches' experiences leading the Community Outreach teleheAlth program for Covid education and Health promotion (COACH). <h3>Design</h3> Qualitative, descriptive study. <h3>Setting</h3> Online via Zoom video conferencing. <h3>Participants</h3> Trained medical student coaches (n = 19) were recruited from the University of British Columbia via convenience sampling. Seventy-four percent of participants were female and had an average age of 25.6. Most participants (57.9%) were from visible minority populations, and 42.1% administered COACH in suburban/rural areas. <h3>Interventions</h3> COACH included six 30-45-minute one-on-one sessions where student coaches promote positive health behaviours to adults ages 65 or older. <h3>Main Outcome Measures</h3> Participants engaged in a 45-to-60-minute semi-structured interview conducted via one-on-one Zoom video-conferencing calls. Interview questions focused on students' experiences delivering COACH, their understanding of various health-related topics (e.g., chronic care, virtual health, and health promotion), and possible impacts on their beliefs and future practice. Interviews were transcribed verbatim and analyzed thematically. <h3>Results</h3> Three main themes emerged from our thematic analysis, including: (1) exploring opportunities for knowledge and skill acquisition (i.e., learning virtual care, health promotion strategies for chronic care, and client-centered care), (2) developing clinical perspective and acumen (i.e., developing a chronic care perspective, overcoming challenges to health coaching, and developing interest in chronic care practice), and (3) learning to appreciate patient care (i.e., becoming a health motivator and appreciating the opportunity to build rapport). <h3>Conclusions</h3> Findings suggest that COACH supported development of knowledge, skill, and confidence in medical school students in areas of health promotion, virtual care, and chronic disease management. These findings also demonstrate promise for the use of health professional students and telehealth in advancing chronic care health services. <h3>Author(s) Disclosures</h3> We report no real or perceived conflicts of interest.