Journal of clinical and translational science · 2026
Qualitative evaluation of a coaching and leadership program for early-stage researchers in KL2 and T32 training programs.
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Van Scoy Lauren Jodi, VanDyke Erika, Boltz Marie L, Fallon Dale, Petrie Jessica, Rábago David
Аннотация
BACKGROUND: Early-stage clinical and translational researchers require not only technical expertise but also leadership and communication skills for long-term success. Many training programs lack structured approaches to building these essential "soft skills."
OBJECTIVE: To evaluate the impact and perceived value of a structured coaching and leadership program for trainees in KL2 and T32 programs.
METHODS: This qualitative evaluation assessed a Coaching and Leadership Program (CLP) that include individualized coaching and group workshops incorporating leadership development and the DISC behavioral communication model (Dominance, Influence, Steadiness, and Conscientiousness). Semi-structured interviews were conducted with twelve KL2 and postdoctoral T32 trainees between July and August 2025. Transcripts were analyzed using descriptive content analysis and inductive coding by two analysts in MAXQDA.
RESULTS: Five key themes emerged: 1) Both T and K trainees consistently described the CLP as a broadly positive and beneficial experience; 2) Coaching helped trainees build concrete organizational strategies, particularly around time management and logistical processes; 3) The CLP helped build trainees' confidence and professional identity, especially around communication with mentors, bosses, or their team; 4) The CLP was perceived as complementary and well integrated within KL2 and T32 training, particularly by addressing "soft skills" missing elsewhere; and 5) Participants recommended stronger orientation, more opportunities for practical skill-building during sessions, and offering greater variety and choice in coaches.
CONCLUSIONS: The CLP complements scientific training for early-career translational researchers. Trainees gained practical tools for team management, conflict resolution, and strategic planning, while benefiting from a confidential space for professional growth. Findings suggest coaching is a valuable enhancement to training programs for developing translational research leaders.
OBJECTIVE: To evaluate the impact and perceived value of a structured coaching and leadership program for trainees in KL2 and T32 programs.
METHODS: This qualitative evaluation assessed a Coaching and Leadership Program (CLP) that include individualized coaching and group workshops incorporating leadership development and the DISC behavioral communication model (Dominance, Influence, Steadiness, and Conscientiousness). Semi-structured interviews were conducted with twelve KL2 and postdoctoral T32 trainees between July and August 2025. Transcripts were analyzed using descriptive content analysis and inductive coding by two analysts in MAXQDA.
RESULTS: Five key themes emerged: 1) Both T and K trainees consistently described the CLP as a broadly positive and beneficial experience; 2) Coaching helped trainees build concrete organizational strategies, particularly around time management and logistical processes; 3) The CLP helped build trainees' confidence and professional identity, especially around communication with mentors, bosses, or their team; 4) The CLP was perceived as complementary and well integrated within KL2 and T32 training, particularly by addressing "soft skills" missing elsewhere; and 5) Participants recommended stronger orientation, more opportunities for practical skill-building during sessions, and offering greater variety and choice in coaches.
CONCLUSIONS: The CLP complements scientific training for early-career translational researchers. Trainees gained practical tools for team management, conflict resolution, and strategic planning, while benefiting from a confidential space for professional growth. Findings suggest coaching is a valuable enhancement to training programs for developing translational research leaders.