Does Positive Psychology Coaching Improve Trainee Well-Being? Evidence from a Longitudinal Professional Development Coaching Program in a Cohort of Pediatric Trainees

Abstract

Introduction: Trainee burnout is common and evidence supporting the effectiveness of well-being interventions for this population is limited. We studied the effect of a longitudinal coaching program grounded in positive psychology on measures of pediatric trainee well-being. Methods: Pediatric interns and fellows (n = 67) were enrolled in a positive psychology coaching program in 2017-2019. Pediatric faculty (n = 23) underwent training and were paired with trainees outside their field of interest. Trainees were surveyed at the beginning and end of the program to assess burnout and well-being, and key skills necessary to achieve well-being. Results: Thirty-one trainees completed the baseline survey and 30 completed the end of program survey. Professional fulfillment, as measured by the Professional Fulfillment Index, improved after participating in the coaching program (Cohen’s d = 0.33, p = 0.03). On bivariate analysis, ability to cope was positively correlated with gratitude (r = 0.49, p = 0.01), PERMA (r = 0.61, p = 0.001), and self-valuation (r = 0.46, p = 0.01), and negatively correlated with intolerance of uncertainty (r = -0.46, p = 0.01). Burnout was negatively correlated with professional fulfillment (r = -0.65, p \u3c 0.001) and self-valuation (r = -0.75, p \u3c 0.001). There was no deterioration in scores for trainees who participated in the coaching program. Conclusion: Our longitudinal coaching program was associated with improvement in pediatric trainees’ professional fulfillment, identified possible drivers of well-being on bivariate analysis, and may serve as a roadmap for development of well-being curricula. Our findings suggest that well-being is not merely the absence of burnout, and maintenance of well-being during training may be just as critical as improvement