title: Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.
abstract: BACKGROUND
  Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context.
  
  
  METHODS
  A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process.
  
  
  RESULTS
  Five themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed.
  
  
  CONCLUSIONS
  The findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.
authors.affiliation: School of Psychology and Cognitive Science, East China Normal University, Shanghai, China. qwang@psy.ecnu.edu.cn.
authors.forename: Qing
authors.initials: Q
authors.lastname: Wang
authors.affiliation: Department of Respiratory Medicine, Shanghai Pulmonary Hospital, School of Medicine, Tongji University, Shanghai, China. liw2013@126.com.
authors.forename: Huiping
authors.initials: H
authors.lastname: Li
authors.affiliation: School of Psychology and Cognitive Science, East China Normal University, Shanghai, China. wgpang@psy.ecnu.edu.cn.
authors.forename: Weiguo
authors.initials: W
authors.lastname: Pang
authors.affiliation: Department of Respiratory Medicine, Shanghai Pulmonary Hospital, School of Medicine, Tongji University, Shanghai, China. liangshuo79@163.com.
authors.forename: Shuo
authors.initials: S
authors.lastname: Liang
authors.affiliation: Department of Respiratory Medicine, Shanghai Pulmonary Hospital, School of Medicine, Tongji University, Shanghai, China. suyiliang1983@hotmail.com.
authors.forename: Yiliang
authors.initials: Y
authors.lastname: Su
mesh_terms: D002681:China; D002983:Clinical Competence; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D018794:Problem-Based Learning / Q000458:organization & administration*; D015397:Program Evaluation; D011584:Psychology / Q000193:education*; D036301:Qualitative Research; D012577:Schools, Medical / Q000458:organization & administration; D013337:Students, Medical / Q000706:statistics & numerical data; D055815:Young Adult