Abstract:

Background:
Professional identity formation is a core aspect of postgraduate medical education, influencing how trainees grow into confident and reflective practitioners. This development is shaped not only by clinical exposure, but also by personal reflection, workplace interactions and increasing responsibility. Coaching has emerged as a promising educational approach; however, its specific contribution to identity development in postgraduate training remains insufficiently explored. This review aims to examine how coaching supports this process and to identify factors that enable or hinder its impact.

Methods:
A scoping review was conducted using a structured approach to evidence synthesis. The research question was developed using the Population–Concept–Context (PCC) framework. Searches were carried out across multiple electronic databases, including MEDLINE, Embase, PsycINFO and Web of Science, as well as relevant grey literature. Studies of any design focusing on coaching within postgraduate medical education were considered. Three reviewers independently screened titles, abstracts and full texts against predefined criteria, resolving differences through discussion. Data were systematically extracted and analysed thematically to identify patterns across coaching approaches, settings and outcomes.

Results:
More than twenty studies met the inclusion criteria. The findings suggest that coaching supports professional identity formation through several key mechanisms. It creates supportive environments that encourage reflection, self-awareness and ongoing development. Coaching also helps trainees connect their personal values with professional roles, strengthening confidence, resilience and decision-making. Participants frequently reported improved clarity around career direction and enhanced well-being. A variety of coaching formats were identified, including individual, group and peer-based models, each contributing differently to learning and a sense of community. However, variation in programme design and inconsistencies in evaluation approaches were evident. In addition, there is a lack of longitudinal research examining sustained outcomes over time.

Conclusions:
Coaching has the potential to support the broader development of postgraduate trainees, extending beyond skills to include identity, well-being and personal growth. Embedding structured, longitudinal coaching within training programmes could better equip trainees to navigate the demands of modern clinical practice. However, further research is needed to strengthen the evidence, refine approaches and assess long-term impact.
A conceptual framework of coaching has been identified, highlighting its potential to enhance reflection, communication and resilience. Future studies should focus on validating this model and exploring its role in supporting identity development and holistic care.

Keywords:

Coaching, post graduate medical education, graduate medical education, post graduate training, specialty training, trainee, fellows, resident, resident doctors, intern, internship, residency, identity, social identification.