ライフサイエンスコーパス: coaching

1 egularity in breathing was assisted by audio coaching.

2 per unit time (63.0 vs 102.7 per hour) while coaching.

3 (2) scorecard alone, and (3) scorecard plus coaching.

4 ining program that included weekly telephone coaching.

5 essions at home with weekly, telephone-based coaching.

6 thin the actual practice environment such as coaching.

7 pport was augmented by individualized family coaching.

8 Of 262 topics of interest identified during coaching, 158 (60.3%) were QPL related; 20 (12.7%) addre

9 eb-based self-care support and communication coaching added to SxQOL screening reduced symptom distre

10 and continues, requiring lasting mentorship, coaching and leadership development, including individua

11 is, and staff-patient relationships, through coaching and partnership.

12 Conclusion A combined coaching and QPL intervention was effective to help pati

13 used patient-centered care, self-management, coaching, and a behavior change wheel as lenses through

14 dividual therapy, skills training, telephone coaching, and a therapist consultation team, and little

15 examining the role of extensive counseling, coaching, and instruction on FM use by adults.

16 ce of computer cognitive exercises, strategy coaching, and teaching of coping and compensatory strate

17 screening, targeted education, communication coaching, and the opportunity to track/graph SxQOL over

18 s ratio, 2.28 [95% CI, 1.15-4.53]) and CDS + coaching arm (adjusted odds ratio, 2.60 [95% CI, 1.25-5.

19 The CDS + coaching arm had a smaller magnitude of effect (-0.34 [9

20 cal activity counseling (CDS arm, 45%; CDS + coaching arm, 25%; P < .001 compared with usual care arm

21 the child's bedroom, using (1) motivational coaching at home and by phone, (2) mailed educational ma

22 ffect of the BetterBirth program, an 8-month coaching-based implementation of the Safe Childbirth Che

23 tices was higher in facilities that used the coaching-based WHO Safe Childbirth Checklist program tha

24 rvention group subjects received video-based coaching by a surgeon, utilizing an adaptation of the GR

25 ion team using toolkit resources, along with coaching calls and engagement of key stakeholders.

26 th close outpatient follow-up and subsequent coaching calls to improve postdischarge care and avoid s

27 This study evaluates whether video-based coaching can enhance laparoscopic surgical skills perfor

28 onal training (CT) or comprehensive surgical coaching (CSC).

29 In 5 practices randomized to CDS + coaching, decision support was augmented by individualiz

30 al laparoscopic skills training, video-based coaching enhanced the quality of laparoscopic surgical p

31 Comprehensive surgical coaching enhances surgical training and results in skill

32 this performance measure is associated with coaching experience across all teams in the National Bas

33 elieved to be a positive association between coaching experience and effective use of team timeouts.

34 timeout factor is negatively associated with coaching experience.

35 Older adults receiving dietary coaching experienced a low incidence of major depressive

36 Coaching faces unique challenges in the context of a pow

37 persistent asthma with telephone-based peer coaching for parents reduced asthma impairment and risk

38 cluded oncologist communication training and coaching for patients with advanced cancer was effective

39 ucted by the operative attending; although a coaching framework was provided, participants determined

40 of life improved significantly in the health coaching group compared with the control group at 6 and

41 COPD-related rehospitalization in the health coaching group were 7.5% (P = 0.01), 11.0% (P = 0.02), 1

42 Parents in the enhanced primary care plus coaching group, but not in the enhanced care alone group

43 In the enhanced primary care plus coaching group, the adjusted mean (SD) BMI z score was 1

44 28) higher in the enhanced primary care plus coaching group.

45 Coaching has been successfully used in various industrie

46 lowed by 4 months of individual teaching and coaching (home visits and telephone calls).

47 health worker-led home intervention (health coaching, home BP monitoring, and BP audit and feedback)

48 tudy was to determine whether individualized coaching improved surgical technical skill in the operat

49 ess feedback including data and peer-to-peer coaching improves resident performance, and results in a

50 so describe why lifestyle interventions like coaching in healthy dietary practices may hold promise a

51 ial for older adults, the authors found that coaching in healthy dietary practices was potentially ef

52 and included a personalized action plan and coaching in proper use of asthma inhalers.

53 Finally, behavioral coaching informed by personal data helped participants t

54 rvivors were randomly assigned to the health coaching intervention (11 theory-based telephone-deliver

55 seling, a brief individualized education and coaching intervention for outpatients with cancer-relate

56 lop and evaluate a postoperative video-based coaching intervention for residents.

57 udy confirming the effectiveness of a health coaching intervention in achieving and sustaining clinic

58 he effect of an individualized education and coaching intervention on pain outcomes and pain-related

59 the first oncologist visit following patient coaching (intervention group) or enrollment (control).

60 a 1-day conference, and 1 year of quarterly coaching interview

61 Video-based coaching is a feasible method of maximizing performance

62 Video-based coaching is a novel and feasible modality for supplement

63 Peer surgical coaching is a promising approach for continuing professi

64 ining using digital technology and telephone coaching is a promising public health strategy for provi

65 sclosure education, ensuring that disclosure coaching is available at all times, and providing emotio

66 However, if coaching is to be a successful strategy for continuing p

67 Drawing on executive coaching literature, a 3-part framework was developed to

68 ive evaluation demonstrates that video-based coaching may be particularly useful for teaching higher-

69 Health coaching may represent a feasible and possibly effective

70 the GROW (Goals, Reality, Options, Wrap-up) coaching model.

71 ng the coaching session were summarized from coaching notes; one office visit after the coaching sess

72 consisted of opinion-leader-led training and coaching of front-line health workers, a point-of-care C

73 Careful monitoring and coaching of patients receiving neurotoxic chemotherapy f

74 you are so good at so much, why bother [with coaching]?" P009), worry about appearing incompetent ("I

75 Eleven introductory 1-hour meetings between coaching pairs participating in a statewide surgical coa

76 For the scorecard plus coaching period, significantly more residents prescribed

77 Potential coaching pitfalls are identified that could interfere wi

78 r (1) motivational interviewing-based health coaching plus a written action plan for exacerbations (t

79 sset with consumption support, training, and coaching plus savings encouragement and health education

80 on abstract concepts that underlie effective coaching practices in other fields.

81 lign role and process expectations about the coaching process, to establish rapport, and to cultivate

82 The authors describe the dietary coaching program (highlighted in a case example) as well

83 pairs participating in a statewide surgical coaching program were audiorecorded, transcribed, and co

84 ly based strategies to inform other surgical coaching programs are provided.

85 Participants expressed 3 main concerns about coaching: questioning the value of technical improvement

86 management training with home visiting, peer coaching, reading tutoring, and classroom social-emotion

87 unterproductive activities for building peer-coaching relationships in the surgical context to inform

88 r surgical coaches to develop effective peer-coaching relationships with their coachees.

89 Executive coaching research suggests that effective coaches first

90 ideo formed the basis of a 1-hour one-on-one coaching session conducted by the operative attending; a

91 ived a previsit individualized communication coaching session that incorporated a QPL.

92 t intervention component, a previsit patient coaching session that used a question prompt list (QPL).

93 ved a 20-minute individualized education and coaching session to increase knowledge of pain self-mana

94 m coaching notes; one office visit after the coaching session was audio recorded, transcribed, and an

95 f interest identified by patients during the coaching session were summarized from coaching notes; on

96 consultation, structured PC telehealth nurse coaching sessions (once per week for six sessions), and

97 (11 theory-based telephone-delivered health coaching sessions delivered over 6 months focusing on ph

98 ngs with 30-minute individualized behavioral coaching sessions over 6 months.

99 Teaching in the video-based coaching sessions was more resident centered; attendings

100 were compared with those in the video-based coaching sessions with respect to initiator, content, an

101 to receive three structured weekly telephone coaching sessions, monthly follow-up, and a bereavement

102 ed in the operating room and the video-based coaching sessions; iterative inductive coding, followed

103 ailable for surgeons seeking to develop peer-coaching skills.

104 weight loss programme delivered by community coaching staff in 12 sessions held every week.

105 nhanced-support group were made eligible for coaching through the lowering of cutoff points for predi

106 rompt lists and individualized communication coaching to identify issues to address during an upcomin

107 Many professions utilize coaching to improve performance.

108 dations, which can be facilitated by regular coaching to support behavioral changes.

109 lus contextually tailored, individual health coaching (twice-weekly text messages and telephone or vi

110 t losing autonomy ("To me that would be real coaching where it's self-identified, I'm motivated, I fi

111 ational intervention that incorporates nurse coaching within the framework of self-care can improve t