A Proof-of-Concept Evaluation of the 1616 Story-Based Positive Youth Development Program.

The 1616 Program is a newly developed and evidence-informed story-based positive youth development (PYD) program for young ice hockey players (10-12 years of age) in North America. The program uses elite ice hockey players as role models-through story-telling-to serve as inspirational figures to engage youth athletes and important social agents (i.e., parents, coaches) with evidence-informed PYD concepts. The objective of this study was to use a Proof-of-Concept evaluation to assess whether the 1616 Program 'worked' in enhancing PYD outcomes and to determine if the concepts were engaging and enjoyable for youth, their parents, and coaches. The 5 week Proof-of-Concept evaluation was conducted with 11 ice hockey teams (n = 160 youths, 93 parents, and 11 coaches), encompassing both qualitative (e.g., focus groups) and quantitative (e.g., retrospective pretest-posttest questionnaires) processes and outcome assessments. Results showed that the program was well received by participants and positively impacted the intended outcomes. Overall, the data presented in this Proof-of-Concept evaluation was deemed to support the development and implementation of the full-scale 1616 Program for a more comprehensive evaluation.

The who, what, and how of teamwork research in medical operating rooms: A scoping review.

Despite the importance of teamwork in the operating room (OR), teamwork can often be conflated with teamwork components (e.g., communication, cooperation). We reviewed the existing literature pertaining to OR teamwork to understand which teamwork components have been assessed. Following PRISMA guidelines for scoping reviews, 4,233 peer-reviewed studies were identified using MEDLINE and Embase. Eighty-seven studies were included for synthesis and analysis. Using the episodic model of teamwork as an organizing framework, studies were grouped into the following teamwork categories: (a) transition processes (e.g., goal specification), (b) action processes (e.g., coordination), (c) interpersonal processes (e.g., conflict management), (d) emergent states (e.g., psychological safety), or (e) omnibus topics (a combination of higher-order teamwork processes). Results demonstrated that action processes were most frequently explored, followed by transition processes, omnibus topics, emergent states, and interpersonal processes. Although all studies were framed as investigations of teamwork, it is important to highlight that most explored only one or a few constructs under the overarching umbrella of teamwork. We advocate for enhanced specificity with descriptions of OR teamwork, reporting practices pertaining to interprofessional demographics and outcomes, and increased diversity in study design and surgery type to advance understanding of teamwork and its implications.

Moderators of the coach leadership and athlete motivation relationship.

The purpose of this study was to determine whether the relationship between coach leadership and athlete motivation was moderated by age, gender, competition level, and seasons spent with a coach. This study involved data from two previous studies that explored this relationship yet provides a novel perspective through the lens of important moderators. Three-hundred and three athletes (Mage = 17.6 years; SD = 3.20; 49.7% women and 50.3% men) responded to questionnaires pertaining to their coaches' leadership behaviours and their own sport motivation. Multiple regression analyses using moderators were conducted. Age, competition level, and seasons spent with the coach significantly moderated the relationships of interest. Coach transformational leadership predicted intrinsic and extrinsic motivation to a greater extent when athletes were younger than 20.8 and 18.2 years of age, respectively. Further, coach transactional leadership predicted intrinsic and extrinsic motivation to a greater extent when athletes had trained for more than two seasons with their coach. Results emphasize the need to consider athlete characteristics from both research and practitioner perspectives. Herein, we advocate for increased awareness amongst key sport stakeholders on the influence that a coach can have on younger athletes' motivation and the importance of developing coach-athlete relationships over time.

It's a 'two-way street': resident perspectives of effective coaching relationships in the clinical learning environment.

Background: Coaching has gained traction in postgraduate medical education to enhance interactions between residents and clinical teachers, but these relationships present unique challenges and tensions. In order to realize the promises of coaching in medical education, we must understand how coaching relationships can be enacted to optimize resident development. The purpose of this study was to explore residents' perceptions of key characteristics for effective clinical teacher-resident (CT-R) coaching relationships. Methods: We conducted four focus groups and eight interviews with residents at a Canadian academic center. Using a social constructionist approach, focus groups and interviews were audio recorded, transcribed verbatim, and thematically analyzed. Results: Residents described three main characteristics that contributed to effective CT-R coaching relationships: safe, meaningful, and collaborative. Residents emphasized that these characteristics needed to be bidirectional in nature to be most effective, in that both the resident and clinical teacher embodied these characteristics. Conclusions: Residents identified that effective coaching relationships were shaped not only by clinical teacher behaviours, but importantly, the quality of the interpersonal relationship that was fostered. Thus, it is imperative to consider the bidirectional nature of the CT-R coaching relationship when striving to enhance resident development.

Contexte: Bien que le coaching ait gagné du terrain en éducation médicale postgraduée, notamment comme moyen de renforcer les interactions entre les résidents et les cliniciens enseignants, les rapports entre eux présentent néanmoins des défis et des tensions uniques. Pour atteindre les résultats souhaités en lien avec le coaching en éducation médicale, il faut comprendre comment ces interactions peuvent être mises à profit de façon à optimiser le perfectionnement des résidents. L'objectif de cette étude était d'explorer les perceptions des résidents quant aux caractéristiques clés d'une relation de coaching efficace entre le clinicien enseignant et le résident. Méthodes: Nous avons organisé quatre groupes de discussion et huit entretiens avec des résidents d'un centre universitaire canadien. Suivant une approche socioconstructiviste, les groupes de discussion et les entrevues ont été enregistrés, les verbatims ont été transcrits et ensuite analysés de façon thématique. Résultats: Les résidents ont décrit trois caractéristiques principales de la relation de coaching pouvant contribuer à son efficacité : elle doit être sécuritaire, significative et collaborative. Ils ont insisté sur le fait que pour atteindre une efficacité optimale des interactions de coaching, ces caractéristiques devaient être bidirectionnelles, à savoir présentes tant chez le résident que le clinicien enseignant. Conclusions: D'après les résidents, si l'efficacité de la relation de coaching est déterminée par les comportements des cliniciens enseignants, elle dépend surtout de la qualité des rapports interpersonnels cultivés. Il est donc impératif de tenir compte de la nature bidirectionnelle de la relation de coaching entre cliniciens enseignants et résidents lorsqu'on vise à améliorer le développement de ces derniers.