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(A) T2-weighted sequences The mass (arrow) presented with circumscribed borders, with a predominantly hyperintense heterogenous signal, located in the posterior region of the breast prosthesis. (B) Diffusion sequence, in which marked restriction was observed within the lesion (arrow). (C, D) T1-weighted sequence following the administration of intravenous contrast (gadolinium) and a post-contrast subtraction image. Early and intense enhancement was observed, with peripheral and serpiginous nodular morphology within the lesion (arrowheads). No noteworthy abnormalities were identified in the right breast.</p>" ] ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "G.M. Oliveros Cartagena, A. Aranaz Murillo, S. Cruz Ciria, C. García Mur" "autores" => array:4 [ 0 => array:2 [ "nombre" => "G.M." "apellidos" => "Oliveros Cartagena" ] 1 => array:2 [ "nombre" => "A." "apellidos" => "Aranaz Murillo" ] 2 => array:2 [ "nombre" => "S." "apellidos" => "Cruz Ciria" ] 3 => array:2 [ "nombre" => "C." "apellidos" => "García Mur" ] ] ] ] ] "idiomaDefecto" => "en" "Traduccion" => array:1 [ "es" => array:9 [ "pii" => "S003383382300070X" "doi" => "10.1016/j.rx.2023.03.006" "estado" => "S300" "subdocumento" => "" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S003383382300070X?idApp=UINPBA00004N" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2173510724000764?idApp=UINPBA00004N" "url" => "/21735107/0000006600000004/v1_202407310528/S2173510724000764/v1_202407310528/en/main.assets" ] "itemAnterior" => array:19 [ "pii" => "S2173510724000740" "issn" => "21735107" "doi" => "10.1016/j.rxeng.2024.02.002" "estado" => "S300" "fechaPublicacion" => "2024-07-01" "aid" => "1569" "copyright" => "SERAM" "documento" => "article" "crossmark" => 1 "subdocumento" => "fla" "cita" => "Radiologia. 2024;66:366-73" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:1 [ "total" => 0 ] "en" => array:13 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Radiology through images</span>" "titulo" => "The pathologies of migrants who travel by boat documented on imaging" "tienePdf" => "en" "tieneTextoCompleto" => "en" "tieneResumen" => array:2 [ 0 => "en" 1 => "es" ] "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "366" "paginaFinal" => "373" ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "La enfermedad de los migrantes que viajan en patera documentada en imagen" ] ] "contieneResumen" => array:2 [ "en" => true "es" => true ] "contieneTextoCompleto" => array:1 [ "en" => true ] "contienePdf" => array:1 [ "en" => true ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:8 [ "identificador" => "fig0015" "etiqueta" => "Figure 3" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr3.jpeg" "Alto" => 331 "Ancho" => 1207 "Tamanyo" => 74505 ] ] "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0015" "detalle" => "Figure " "rol" => "short" ] ] "descripcion" => array:1 [ "en" => "<p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Seventeen-year-old male, arrived on small boat with septic shock. (A) Chest radiograph, PA projection, showing bilateral consolidations mainly in lower areas, with normally positioned endotracheal tube. (B) Contrast-enhanced chest CT, axial slice, in lung window, showing peripheral airway blockage which is both bilateral and diffuse, as well as consolidations with peribronchovascular distribution (black arrows) which are mainly in lower lobes and probably infectious. Microbiological study confirmed pneumococcus and <span class="elsevierStyleItalic">Pseudomonas aeruginosa</span>. (C) Follow-up axial CT of the chest in the lung window after 10 days showing resolution of the lower consolidations and the appearance of consolidations (black arrows) and areas of ground glass (black asterisk) in the upper lobes, compatible with a pattern of organised pneumonia.</p>" ] ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "M.L. Nieto Morales, C.C. Linares Bello, Y. El Khatib Ghzal, S. Benítez Rivero, M. Fernandez del Castillo Ascanio, C. Souweileh Arencibia" "autores" => array:6 [ 0 => array:2 [ "nombre" => "M.L." "apellidos" => "Nieto Morales" ] 1 => array:2 [ "nombre" => "C.C." "apellidos" => "Linares Bello" ] 2 => array:2 [ "nombre" => "Y." "apellidos" => "El Khatib Ghzal" ] 3 => array:2 [ "nombre" => "S." "apellidos" => "Benítez Rivero" ] 4 => array:2 [ "nombre" => "M." "apellidos" => "Fernandez del Castillo Ascanio" ] 5 => array:2 [ "nombre" => "C." "apellidos" => "Souweileh Arencibia" ] ] ] ] ] "idiomaDefecto" => "en" "Traduccion" => array:1 [ "es" => array:9 [ "pii" => "S0033833824000304" "doi" => "10.1016/j.rx.2024.02.003" "estado" => "S300" "subdocumento" => "" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S0033833824000304?idApp=UINPBA00004N" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2173510724000740?idApp=UINPBA00004N" "url" => "/21735107/0000006600000004/v1_202407310528/S2173510724000740/v1_202407310528/en/main.assets" ] "en" => array:19 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Radiology today</span>" "titulo" => "Coaching in a Radiology department" "tieneTextoCompleto" => true "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "374" "paginaFinal" => "380" ] ] "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "A. García Bolado, D. Castanedo Vázquez" "autores" => array:2 [ 0 => array:4 [ "nombre" => "A." "apellidos" => "García Bolado" "email" => array:1 [ 0 => "ana.garciab@scsalud.es" ] "referencia" => array:3 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">a</span>" "identificador" => "aff0005" ] 1 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">b</span>" "identificador" => "aff0010" ] 2 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">*</span>" "identificador" => "cor0005" ] ] ] 1 => array:3 [ "nombre" => "D." "apellidos" => "Castanedo Vázquez" "referencia" => array:2 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">a</span>" "identificador" => "aff0005" ] 1 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">b</span>" "identificador" => "aff0010" ] ] ] ] "afiliaciones" => array:2 [ 0 => array:3 [ "entidad" => "Servicio de Radiodiagnóstico, Hospital Universitario Marqués de Valdecilla, Santander, Spain" "etiqueta" => "a" "identificador" => "aff0005" ] 1 => array:3 [ "entidad" => "Fundación Instituto de Investigación Marqués de Valdecilla (IDIVAL), Santander, Spain" "etiqueta" => "b" "identificador" => "aff0010" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "<span class="elsevierStyleItalic">Coaching</span> en Radiodiagnóstico" ] ] "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">The word <span class="elsevierStyleItalic">coach</span> is used commonly in many fields, so much so that the word has become somewhat removed from its original meaning. In a <span class="elsevierStyleItalic">coaching</span> process, a <span class="elsevierStyleItalic">coach</span> accompanies a <span class="elsevierStyleItalic">coachee</span> to help them improve their performance, and it is the <span class="elsevierStyleItalic">coachee</span> who, through a conversation with questions put by the <span class="elsevierStyleItalic">coach</span> and which encourage them to reflect, finds their own solutions.</p><p id="par0010" class="elsevierStylePara elsevierViewall">In ancient times, Socrates used a teaching method based on dialectics that encouraged his disciples to ask themselves questions and come up with their own answers.<a class="elsevierStyleCrossRefs" href="#bib0005"><span class="elsevierStyleSup">1,2</span></a> In the <span class="elsevierStyleSmallCaps">19th</span> century, Santiago Ramón y Cajal said that “every man, if he sets his mind to it, can be a sculptor of his own brain”, referring to our neurons’ capacity to establish new synapses in learning processes, thus modelling our brain and our way of doing things.<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a> In 1972, Timothy Gallwey published <span class="elsevierStyleItalic">The Inner Game of Tennis</span>, in which he related mental conflicts to tennis performance and provided a number of useful techniques to improve a player’s game<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a> and in 1992, Sir John Whitmore published <span class="elsevierStyleItalic">Coaching for Performance. The Principles and Practice of Coaching and Leadership,</span> in which he proposed the GROW method as a systematic way of implementing <span class="elsevierStyleItalic">coaching</span> processes.<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a></p><p id="par0015" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Coaching</span> is used in companies to increase productivity. In the field of medicine, health <span class="elsevierStyleItalic">coaching</span> seeks to engage patients and make them responsible for their own healthcare, especially in chronic diseases.<a class="elsevierStyleCrossRef" href="#bib0030"><span class="elsevierStyleSup">6</span></a> In the professional medical field, one of the most frequent applications of <span class="elsevierStyleItalic">coaching</span> is <span class="elsevierStyleItalic">burnout management</span>.<a class="elsevierStyleCrossRef" href="#bib0035"><span class="elsevierStyleSup">7</span></a> The application of <span class="elsevierStyleItalic">coaching</span> for teaching purposes in health professionals is an emerging tool, in which, unlike the tutor or mentor, the <span class="elsevierStyleItalic">coach</span> has a peer-to-peer relationship with the <span class="elsevierStyleItalic">coachee</span> and does not offer solutions or give advice based on their experience.<a class="elsevierStyleCrossRef" href="#bib0040"><span class="elsevierStyleSup">8</span></a></p><p id="par0020" class="elsevierStylePara elsevierViewall">The <span class="elsevierStyleItalic">coach</span> has to have been trained as a <span class="elsevierStyleItalic">coaching</span> expert and know how to ask thought-provoking, open-ended questions aimed at achieving the desired goal.<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a> The <span class="elsevierStyleItalic">coach</span> listens without judging, giving opinions or advice to the coachee.<a class="elsevierStyleCrossRef" href="#bib0045"><span class="elsevierStyleSup">9</span></a> It is a confidential process that can be conducted either in person or <span class="elsevierStyleItalic">online</span> and it is the <span class="elsevierStyleItalic">coachee</span> who owns the process of change, as well as the credit for their achievements.</p><p id="par0025" class="elsevierStylePara elsevierViewall">In the <span class="elsevierStyleItalic">coaching</span> process, it is essential to know what our beliefs are, the ideas that we hold true and to which we give full credence as such; “it is that filter, the dirty glass in our spectacles, through which we see the world”. We often have limiting beliefs (they prevent us from developing our capacities or they deny us possibilities and merit)<a class="elsevierStyleCrossRef" href="#bib0050"><span class="elsevierStyleSup">10</span></a> that prevent us from accomplishing our goals. By way of example, let us assume that two residents with the same level of English are offered a stay in London; one of them with the limiting belief “I am incapable of learning English” will turn down the offer, whereas the other, in the belief that “I am capable of improving my English”, will study English to make the most of the opportunity. Since an idea about reality can deprive us of a good opportunity, it is important to bring these limiting beliefs to the surface, because being aware of them is the first step towards changing them.<a class="elsevierStyleCrossRef" href="#bib0055"><span class="elsevierStyleSup">11</span></a></p><p id="par0030" class="elsevierStylePara elsevierViewall">The psychologist Dweck<a class="elsevierStyleCrossRef" href="#bib0060"><span class="elsevierStyleSup">12</span></a> proposes the existence of 2 types of mindsets: fixed and growth. People with a fixed mindset believe that their skills are limited and cannot be changed, while people with a growth mindset believe that their skills can be improved with training and learning, they have confidence in their ability to improve and evince an attitude of effort and a commitment to improvement. In our opinion, <span class="elsevierStyleItalic">coaching</span> processes generally serve to bring about a change from a fixed mindset to a growth mindset.</p><p id="par0035" class="elsevierStylePara elsevierViewall">This article will discuss the preliminary findings of our experience in the application of <span class="elsevierStyleItalic">coaching</span> in our Radiodiagnostic Service while also providing a review of the current literature on the subject.</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">Our experience</span><p id="par0040" class="elsevierStylePara elsevierViewall">In our Radiodiagnostic Service, by means of informative sessions and posters in common areas, we offered a <span class="elsevierStyleItalic">coaching</span> process of four 1-h sessions free of charge to all members of the service, irrespective of their professional category. The sessions were conducted by an attending physician from the service, a qualified <span class="elsevierStyleItalic">coaching</span> expert and holder of a Master’s in Neuro-Linguistic Programming (NLP), following the GROW<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a> method. Before starting, the <span class="elsevierStyleItalic">coachees</span> underwent some self-knowledge exercises. Open questions were asked during the sessions to elicit the objective, with active listening and the detection and analysis of limiting beliefs.</p><p id="par0045" class="elsevierStylePara elsevierViewall">At the end of the sessions, the <span class="elsevierStyleItalic">coachees</span> completed a questionnaire to find out the reasons that led them to start the process and their achievements, as well as the impact (on a scale of 1–5) on their personal and work-related quality of life and overall satisfaction with the process. After 6 months, the participants completed a similar questionnaire to assess whether the goals achieved had been maintained over time.</p><p id="par0050" class="elsevierStylePara elsevierViewall">So far, 9 people have been through the <span class="elsevierStyleItalic">coaching</span> process, although one of them has yet to complete 6 months, hence we only have the initial questionnaire. In terms of professional categories, there are 5 doctors (56%), 1 attending physician and 4 residents, 3 radiodiagnostic technicians (33%) and 1 auxiliary nursing care technician (11%).</p><p id="par0055" class="elsevierStylePara elsevierViewall">The reasons for starting this process were, from most to least frequent, insecurity in the work setting (77.8%), lack of assertiveness (66.7%), insecurity in the personal setting (55.6%), having a clear but difficult to achieve objective (44.4%), difficulty in personal relationships, and curiosity (33.3%).</p><p id="par0060" class="elsevierStylePara elsevierViewall">When the coachees were asked about the results, at the end of the process 88.9% regarded themselves as able to identify limiting beliefs, have greater self-knowledge, be able to identify negative thoughts (77.8%), have greater assertiveness, clearer ideas, greater self-confidence and a feeling of being more capable of achieving their goals (66.7%).</p><p id="par0065" class="elsevierStylePara elsevierViewall">With regard to the impact of the sessions on their personal and work-related quality of life, the average rating out of a maximum of 5 was 4 and the average overall satisfaction with the process was 4.8.</p><p id="par0070" class="elsevierStylePara elsevierViewall">After 6 months, and in answer to the question “How do you remember yourself before starting the process?”, the participants remember themselves as being insecure at work (87.5%), curious, and insecure in their personal life (62.5%), with a clear but difficult to achieve goal, and lack of assertiveness (43%), and with difficulty in maintaining personal relationships (37.5%) (<a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>).</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><p id="par0075" class="elsevierStylePara elsevierViewall">Regarding post-process achievements, 6 months later the coachees feel more capable of identifying negative thoughts (100%) and limiting beliefs (87.5%), that they have greater self-knowledge and are more capable of achieving their goals (75%), have greater confidence (62.5%) and greater assertiveness and clearer ideas (50%) (<a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a>).</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0080" class="elsevierStylePara elsevierViewall">Their rating of the impact of the process on their personal and work-related quality of life was still 4 in both cases, whereas overall satisfaction with the process was 4.4 out of 5 (<a class="elsevierStyleCrossRef" href="#tbl0015">Table 3</a>).</p><elsevierMultimedia ident="tbl0015"></elsevierMultimedia><p id="par0085" class="elsevierStylePara elsevierViewall">The responses to the question “To what extent do you now believe that the sessions have helped you to achieve your goals?”, put to them after 6 months, were collated (<a class="elsevierStyleCrossRef" href="#tbl0020">Table 4</a>).</p><elsevierMultimedia ident="tbl0020"></elsevierMultimedia><p id="par0090" class="elsevierStylePara elsevierViewall">The most frequent reason given for starting the process is related to problems in the work setting, a reason the participants remembered after 6 months, demonstrating the need for this type of process among healthcare professionals. A somewhat similar situation occurred with the rest of the reasons, except for lack of assertiveness, which they remember to a lesser extent.</p><p id="par0095" class="elsevierStylePara elsevierViewall">The second most frequently chosen reason for starting the process is lack of assertiveness (66.7%), directly related to problems in relationships with other people. The percentage of <span class="elsevierStyleItalic">coachees</span> who chose it is identical to the percentage of <span class="elsevierStyleItalic">coachees</span> who see it as an achievement, although curiously enough it is not so clearly recalled, as a reason and as an achievement, after 6 months (<a class="elsevierStyleCrossRefs" href="#tbl0005">Tables 1 and 2</a>). The fact that the percentages of motive and achievement are similar suggests that individuals with this initial goal achieved it after the <span class="elsevierStyleItalic">coaching</span> process.</p><p id="par0100" class="elsevierStylePara elsevierViewall">The ability to identify limiting beliefs remains very similar over time, and the ability to identify negative thoughts that limit performance increases to 100%, meaning that <span class="elsevierStyleItalic">coaching</span> may be regarded as an effective tool and is an evident benefit provided by this process. Increased self-knowledge is also one of the main achievements, although it decreases by 14% over time. The percentage of other accomplishments is similar. The feeling of greater confidence in general diminishes slightly (4%) over time, although the feeling of confidence in achieving a specific goal increases by more than 8%; it is possible that the detection of limiting beliefs and negative thoughts permits a shift from a fixed mindset to a growth mindset and is at least partly responsible for this outcome.</p><p id="par0105" class="elsevierStylePara elsevierViewall">As occurs with assertiveness, clarity of ideas also declines over time, perhaps because the need to explore these areas further after the initial enthusiasm fades.</p><p id="par0110" class="elsevierStylePara elsevierViewall">The participants’ comments convey a sense of increased ability to detect limiting beliefs and increased confidence and assertiveness, findings that are consistent with the results of the form.</p><p id="par0115" class="elsevierStylePara elsevierViewall">The fact that all the processes were carried out by the same <span class="elsevierStyleItalic">coach</span>, an attending physician in the Service, on the one hand provides greater homogeneity in the method and ensures a good trust-based relationship, although it also slows the study down and introduces a possible bias into the assessment questionnaires. The results include individuals from 3 different professional categories, which renders it impossible to draw conclusions about the needs of each particular group. Another limitation, related to the previous one, is that all the participants belong to the same hospital, making the conclusions less extrapolable.</p><p id="par0120" class="elsevierStylePara elsevierViewall">However, these findings are still preliminary due to the small number of participants, which is also the main limitation of our work. The study is still ongoing and a second multicentre phase is planned, and the authors would invite anyone who wishes to participate to contact us.</p><p id="par0125" class="elsevierStylePara elsevierViewall">With these preliminary results, our conclusions are that <span class="elsevierStyleItalic">coaching</span> helps to cover a work-related need for support and accompaniment in facing problems and conflictive situations, providing tools for reflection, which in turn help to detect limiting beliefs and negative thoughts and foster assertiveness techniques. Satisfaction with the process persists over time, which in our opinion lends credibility to the other findings, as it does away with the idea that the coachees felt good after the process simply because they felt listened-to.</p></span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035"><span class="elsevierStyleItalic">Coaching</span> applications in a Radiodiagnostic Service</span><p id="par0130" class="elsevierStylePara elsevierViewall">The fact that the word <span class="elsevierStyleItalic">coaching</span> is not included as a Medical Subject Heading (MeSH) makes it difficult to locate literature on its application in the field of medicine. However, there are several articles addressing the usefulness of <span class="elsevierStyleItalic">coaching</span> as a tool to counteract <span class="elsevierStyleItalic">burnout</span> in the medical profession, as well as on its usefulness in teaching, although there are far fewer articles related specifically to Radiology.</p><p id="par0135" class="elsevierStylePara elsevierViewall">With regard to <span class="elsevierStyleItalic">burnout</span>, the benefits of <span class="elsevierStyleItalic">coaching</span> in reducing stress and burnout symptoms in the medical profession, as well as in improving quality of life and resilience<a class="elsevierStyleCrossRef" href="#bib0065"><span class="elsevierStyleSup">13</span></a> through individual well-being, have already been demonstrated. <span class="elsevierStyleItalic">Coaching</span> tools have been applied to general practitioners to help them not to neglect their own care.<a class="elsevierStyleCrossRef" href="#bib0070"><span class="elsevierStyleSup">14</span></a> Any medical speciality has a higher <span class="elsevierStyleItalic">burnout</span> rate than the general population, probably because medical training emphasises perfectionism, the denial of personal vulnerability and putting the patient’s welfare before one’s own, which while it may initially be conducive to success, in the long term contributes to <span class="elsevierStyleItalic">burnout</span> when external pressure overwhelms the sense of control over one’s own life. <span class="elsevierStyleItalic">Coaching</span> promotes personal reflection, increases resilience and helps not only to be aware of one’s own personal values, but also to align them with one’s own goals, both professional and personal, in turn facilitating assertiveness and decision-making, which is very important in keeping burnout at bay.<a class="elsevierStyleCrossRef" href="#bib0075"><span class="elsevierStyleSup">15</span></a></p><p id="par0140" class="elsevierStylePara elsevierViewall">In a study conducted with residents from different specialties whose main reasons for stress were studied (lack of work-life balance and excessive administrative work were the main stressors) and they were offered various techniques to combat stress, <span class="elsevierStyleItalic">coaching</span> was chosen by 58% of the participants compared to 63% who chose psychological therapy, with other types of support, group (20%) and individual (20%)<a class="elsevierStyleCrossRef" href="#bib0080"><span class="elsevierStyleSup">16</span></a> well behind these two techniques.</p><p id="par0145" class="elsevierStylePara elsevierViewall">Medical errors or the fear of making them are another source of stress in the medical profession. In this sense, empirical evidence has been found of the effectiveness of <span class="elsevierStyleItalic">mindfulness</span> in improving the accuracy of clinical diagnoses in professionals with a certain degree of experience.<a class="elsevierStyleCrossRef" href="#bib0085"><span class="elsevierStyleSup">17</span></a> Another study<a class="elsevierStyleCrossRef" href="#bib0090"><span class="elsevierStyleSup">18</span></a> suggests that negative emotions in the medical work setting induce negative thoughts and impairs reasoning and information processing skills, which may facilitate errors. Although these two papers do not specifically mention <span class="elsevierStyleItalic">coaching</span> as a tool, coaching could be useful in identifying and coping with negative thoughts, as well as in achieving greater assertiveness, at least according to our preliminary experience.</p><p id="par0150" class="elsevierStylePara elsevierViewall">The peculiarities inherent to the field of radiology include some specific risk factors for <span class="elsevierStyleItalic">burnout</span>; radiologists often have too many administrative tasks, work alone and in isolation, without much contact either with other colleagues or with patients,<a class="elsevierStyleCrossRef" href="#bib0095"><span class="elsevierStyleSup">19</span></a> a factor that undoubtedly influences our ranking as the eighth most burned-out and depressed medical speciality.<a class="elsevierStyleCrossRefs" href="#bib0100"><span class="elsevierStyleSup">20,21</span></a> In relation to our workplace, there are studies on the influence of <span class="elsevierStyleItalic">coaching</span> and communication skills, both in creating a good working environment and in improving teamwork and reducing the rate of diagnostic errors. If mistakes, which are unavoidable, are viewed as opportunities to learn and not as something to be concealed, their incidence is reduced and well-being at work is increased at the same time.<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">22</span></a> It would be like banishing the belief that “good radiologists are never wrong” or “if I share my knowledge, I won’t look so good”. <span class="elsevierStyleItalic">Coaching</span> also helps to create a good working environment and increases the long-term retention of radiologists on teams,<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">23</span></a> an aspect that affects us all nowadays. Some articles propose taking the negative influence of social media<a class="elsevierStyleCrossRef" href="#bib0120"><span class="elsevierStyleSup">24</span></a> into account, as well as the favourable effect of activities intended to promote radiologists’ well-being (yoga, mindfulness, the improvement of interpersonal relationships, etc.) in the workplace so that they feel that the company takes care of them and thus take on a greater commitment to their work.<a class="elsevierStyleCrossRef" href="#bib0125"><span class="elsevierStyleSup">25</span></a> Taking a different approach, Belfi<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">26</span></a> proposes techniques for personal reflection to align work and personal values, to instil a sense of belonging at work and thus recover the idea of our profession as an essential element of our well-being, which is often diluted over time.</p><p id="par0155" class="elsevierStylePara elsevierViewall">After the pandemic and the advent of teleworking, several authors have emphasised the need to improve radiologists’ well-being<a class="elsevierStyleCrossRefs" href="#bib0105"><span class="elsevierStyleSup">21,27,28</span></a> and concluded that <span class="elsevierStyleItalic">coaching</span> is an effective method to combat <span class="elsevierStyleItalic">burnout</span>, promote work-life balance, resilience, work efficiency and professional fulfilment.</p><p id="par0160" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Coaching</span> is not a psychological treatment and therefore does not need to be provided by mental health professionals, although <span class="elsevierStyleItalic">coaches</span> need to be trained specifically in the principles and skills that drive change in order to develop our full potential to achieve general and work-related well-being,<a class="elsevierStyleCrossRefs" href="#bib0075"><span class="elsevierStyleSup">15,27</span></a> to the extent that some authors<a class="elsevierStyleCrossRef" href="#bib0105"><span class="elsevierStyleSup">21</span></a> propose that all radiologists should have some kind of <span class="elsevierStyleItalic">coaching</span> service available to them.</p><p id="par0165" class="elsevierStylePara elsevierViewall">The other area where <span class="elsevierStyleItalic">coaching</span> has great potential is teaching; this tool helps to define and clarify personal goals, it provides confidence and challenges the <span class="elsevierStyleItalic">coachee</span> to take the necessary steps to achieve their goals, helping them to understand their difficulties and find their own solutions. This does not mean that a <span class="elsevierStyleItalic">coach</span> can replace a tutor, teacher or mentor, as they are different and complementary.<a class="elsevierStyleCrossRef" href="#bib0035"><span class="elsevierStyleSup">7</span></a> The <span class="elsevierStyleItalic">coach</span> can help residents or other trainees to personalise their own journey, focusing on breaking down their own personal barriers and increasing their confidence. In our study, we found people in this situation with insecurity on duty shifts, issues with time management, difficulty in making decisions (especially in fourth-year residents) or a lack of assertiveness in their relationships with their colleagues. Studies with residents show that the introduction of a learning-centred <span class="elsevierStyleItalic">coaching</span> model helps to improve academic achievement and communication skills,<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">29</span></a> and also helps students to adapt to their working environment better.<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">30</span></a></p><p id="par0170" class="elsevierStylePara elsevierViewall">Palamara et al.<a class="elsevierStyleCrossRef" href="#bib0155"><span class="elsevierStyleSup">31</span></a> developed a <span class="elsevierStyleItalic">coaching</span> programme for the professional development of residents focused on the acquisition of skills that encourage reflecting personally on one’s own performance based on the principles of positive psychology. The objective was to improve the participants’ professional skills and quality of life and to combat <span class="elsevierStyleItalic">burnout</span>. One of the weak points of this study, in addition to the progressive dropping-out of participants, was the enormous variability in the preparation of the <span class="elsevierStyleItalic">coaches</span>, which consisted of a 2-h training programme and structured supplementary material for conducting the sessions, which to our mind is clearly insufficient. In our opinion, the <span class="elsevierStyleItalic">coaching</span> programme should be tailored to the needs of the <span class="elsevierStyleItalic">coachee</span>, not structured and uniform.</p><p id="par0175" class="elsevierStylePara elsevierViewall">A systematic review of the different approaches to doctors’ professional training analyses the different roles of mentoring, supervision, tutoring and <span class="elsevierStyleItalic">coaching</span>, attributing to the latter the ability to influence decision-making, promote personal development and improve job satisfaction.<a class="elsevierStyleCrossRef" href="#bib0160"><span class="elsevierStyleSup">32</span></a></p><p id="par0180" class="elsevierStylePara elsevierViewall">However, radiologists, like other doctors, must pursue lifelong training, and here the <span class="elsevierStyleItalic">coaching</span> model is different from other models that assume that after a certain point the student no longer needs to be trained. Once they have become specialists, radiologists must continue to hone their skills and constantly update their knowledge. In this sense, the <span class="elsevierStyleItalic">coach</span> acts as an editor; each writer writes their own book and the editor helps them to see what they want to write and how, giving them confidence in himself themselves and in the book they are writing. The <span class="elsevierStyleItalic">coach</span> provides a kind of “external eyes and ears” that help the <span class="elsevierStyleItalic">coachee</span> to realise what they need through conversation.<a class="elsevierStyleCrossRef" href="#bib0165"><span class="elsevierStyleSup">33</span></a><span class="elsevierStyleItalic">Coaching</span> has been shown to increase self-confidence and the ability to reflect upon the acquisition of skills by the end of formal training.<a class="elsevierStyleCrossRef" href="#bib0170"><span class="elsevierStyleSup">34</span></a> In the surgical specialties, <span class="elsevierStyleItalic">coaching</span> enjoys particular relevance in the literature as a method of improving performance, both individually and in teamwork, as well as personal well-being, and it has been calculated that less than 1 h per month of coaching reduces the symptoms associated with <span class="elsevierStyleItalic">burnout</span> in this speciality,<a class="elsevierStyleCrossRef" href="#bib0175"><span class="elsevierStyleSup">35</span></a> achieved by promoting self-reflection and a shift from a fixed mindset to a growth mindset.</p><p id="par0185" class="elsevierStylePara elsevierViewall">The literature on <span class="elsevierStyleItalic">coaching</span> as a teaching tool in radiology is scant. Green and Maximin<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">36</span></a> reflects upon this, saying that we, as radiologists must constantly work on our skills in view of the rapid progress of our speciality. The practice of our profession depends on our ability to recognise certain patterns in an image and transform them into diagnostic and management decisions. We also need to be able to make effective use of the technology at our disposal. Although we can improve our training by reviewing cases, reading articles, attending courses, etc., a <span class="elsevierStyleItalic">coach</span> can help us to recognise our shortcomings, aspirations and areas where there is room for improvement and help us to make our own decisions in a trusting and non-judgemental setting. Of course, this may be hard on our ego, but given that making mistakes is both inevitable and a fine source of learning, we should ask ourselves if are we willing to pay the price of exposing ourselves to such mistakes to achieve our best version of ourselves as radiologists? In the meantime, it should be mentioned that this type of <span class="elsevierStyleItalic">coaching</span> is already available at the American College of Radiologists’ Education Center.<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">36</span></a></p><p id="par0190" class="elsevierStylePara elsevierViewall">The review of the literature clearly shows that <span class="elsevierStyleItalic">coaching</span> is a very useful tool, both for our well-being and our training as radiologists, although it is also true that more studies targeting the specific problems of radiologists in the field of radiology are needed to confirm this. In the relatively less explored area of teaching, we propose including a structured <span class="elsevierStyleItalic">coaching</span> programme, at least in the resident training process. Tutors of residents would have to be trained with <span class="elsevierStyleItalic">coaching</span> tools and skills, and it would be necessary to design a programme that would allow Radiodiagnosis residents to have the opportunity, at least once each year, to enjoy a safe space where they can reflect upon their concerns, concerns they regard as their own and which include aspects not only related to training, but also personal reflection, helping them to take the decisions typical of each training period and also choose the kind of radiologist they want to become, what things will be important to them in their work and how they will achieve a good work-life balance. At the end of the day, the life we have is the outcome of the small choices we make.</p></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Conclusions</span><p id="par0195" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Coaching</span> is a tool that helps to improve people’s performance and is used in the medical professional field mainly as a <span class="elsevierStyleItalic">burnout</span> prevention measure, and for both residents and radiologists in the teaching field.</p><p id="par0200" class="elsevierStylePara elsevierViewall">We describe our experience with the application of <span class="elsevierStyleItalic">coaching</span> in our Service, with preliminary results that point to its usefulness in doing away with limiting beliefs and getting closer to our goals. Nevertheless, the study needs to be expanded. We also propose including a <span class="elsevierStyleItalic">coaching</span> programme in resident training.</p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Funding</span><p id="par0205" class="elsevierStylePara elsevierViewall">We received no funding from any source for this paper.</p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">Authorship</span><p id="par0210" class="elsevierStylePara elsevierViewall">Responsible for the integrity of the study: A. García Bolado.</p><p id="par0215" class="elsevierStylePara elsevierViewall">Study conception: A. García Bolado.</p><p id="par0220" class="elsevierStylePara elsevierViewall">Study design: A. García Bolado.</p><p id="par0225" class="elsevierStylePara elsevierViewall">Data collection: A. García Bolado.</p><p id="par0230" class="elsevierStylePara elsevierViewall">Literature search: A. García Bolado and D. Castanedo.</p><p id="par0235" class="elsevierStylePara elsevierViewall">Drafting of the paper: A. García Bolado and D. Castanedo.</p><p id="par0240" class="elsevierStylePara elsevierViewall">Critical review of the manuscript with intellectually relevant contributions: A. García Bolado and D. Castanedo</p><p id="par0245" class="elsevierStylePara elsevierViewall">Approval of the final version: A. García Bolado and D. Castanedo.</p></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0055">Conflicts of interest</span><p id="par0250" class="elsevierStylePara elsevierViewall">The authors declare that they have no conflicts of interest.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:13 [ 0 => array:3 [ "identificador" => "xres2213655" "titulo" => "Abstract" "secciones" => array:1 [ 0 => array:1 [ "identificador" => "abst0005" ] ] ] 1 => array:2 [ "identificador" => "xpalclavsec1856002" "titulo" => "Keywords" ] 2 => array:3 [ "identificador" => "xres2213654" "titulo" => "Resumen" "secciones" => array:1 [ 0 => array:1 [ "identificador" => "abst0010" ] ] ] 3 => array:2 [ "identificador" => "xpalclavsec1856003" "titulo" => "Palabras clave" ] 4 => array:2 [ "identificador" => "sec0005" "titulo" => "Introduction" ] 5 => array:2 [ "identificador" => "sec0010" "titulo" => "Our experience" ] 6 => array:2 [ "identificador" => "sec0015" "titulo" => "Coaching applications in a Radiodiagnostic Service" ] 7 => array:2 [ "identificador" => "sec0020" "titulo" => "Conclusions" ] 8 => array:2 [ "identificador" => "sec0025" "titulo" => "Funding" ] 9 => array:2 [ "identificador" => "sec0030" "titulo" => "Authorship" ] 10 => array:2 [ "identificador" => "sec0035" "titulo" => "Conflicts of interest" ] 11 => array:2 [ "identificador" => "xack762981" "titulo" => "Acknowledgements" ] 12 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "fechaRecibido" => "2022-11-24" "fechaAceptado" => "2023-01-16" "PalabrasClave" => array:2 [ "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec1856002" "palabras" => array:3 [ 0 => "Education" 1 => "Public health professional" 2 => "Radiology department" ] ] ] "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec1856003" "palabras" => array:3 [ 0 => "Educación" 1 => "Profesionales sanitarios" 2 => "Servicio de radiología" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "en" => array:2 [ "titulo" => "Abstract" "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">Coaching is an effective tool that seeks personal reflection as a way for people to find their own solutions. In this article we show our results when applying it in our Radiology Service. The article includes a bibliographic review on its potential applications in Medicine and in Radiology. We specifically reviewed the fields of improving self-care and preventing burnout as well as the teaching field, both for residents in training and for certified radiologists.</p></span>" ] "es" => array:2 [ "titulo" => "Resumen" "resumen" => "<span id="abst0010" class="elsevierStyleSection elsevierViewall"><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">El <span class="elsevierStyleItalic">coaching</span> es una herramienta que busca la reflexión personal como método para encontrar soluciones. En este artículo mostramos los resultados obtenidos al aplicarlo en nuestro Servicio de Radiodiagnóstico. Revisamos la bibliografía sobre sus potenciales aplicaciones en el ámbito médico profesional de la Medicina y la Radiología, en concreto las aplicaciones relacionadas con la mejora del autocuidado y las condiciones de trabajo y la prevención del <span class="elsevierStyleItalic">burnout</span>, así como en el ámbito docente, donde constituye una herramienta emergente tanto para la formación de residentes como para la formación posterior de los radiólogos.</p></span>" ] ] "multimedia" => array:4 [ 0 => array:8 [ "identificador" => "tbl0005" "etiqueta" => "Table 1" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0005" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Reasons for starting the process \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">At the end (%) \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">After 6 months (%) \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Insecurity in the workplace \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">77.8 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">87.5 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Insecurity in the personal setting \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">55.6 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">62.5 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Difficulty in personal relationships \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">33.3 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">37.5 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Lack of assertiveness \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">66.7 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">50.0 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Clear but difficult to achieve objective \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">44.4 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">50.0 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Curiosity \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">33.3 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">62.5 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3610211.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Percentage of <span class="elsevierStyleItalic">coachees</span> who chose each one of the reasons for starting the process at the beginning of the process and how they remember them 6 months later.</p>" ] ] 1 => array:8 [ "identificador" => "tbl0010" "etiqueta" => "Table 2" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0010" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Achievements after the <span class="elsevierStyleItalic">coaching</span> process \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">At the end (%) \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">After 6 months (%) \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Identify limiting beliefs \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">88.9 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">87.5 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Identify negative thoughts \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">77.8 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">100.0 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Increased self-knowledge \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">88.9 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">75.0 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Increased assertiveness \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">66.7 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">50.0 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Clearer ideas \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">66.7 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">50.0 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Increased self-confidence \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">66.7 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">62.5 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Sensation of being capable of achieving the goal \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">66.7 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">75.0 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3610214.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">Percentage of <span class="elsevierStyleItalic">coachees</span> who accomplished each one of the objectives at the end of the process and 6 months later.</p>" ] ] 2 => array:8 [ "identificador" => "tbl0015" "etiqueta" => "Table 3" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0015" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Satisfaction with the <span class="elsevierStyleItalic">coaching</span> process on a scale of 1–5 \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">At the end \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">After 6 months \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Impact on personal life \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Impact on working life \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4.1 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Overall satisfaction \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4.8 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4.4 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3610213.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Satisfaction with the process in each area and overall.</p>" ] ] 3 => array:8 [ "identificador" => "tbl0020" "etiqueta" => "Table 4" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0020" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleItalic">To what extent do you think the sessions have helped you to achieve your goals 6 months later?</span> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>I thought I was useless and incapable of organising myself, but now I know I can \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>I am more practical, I have offloaded some limiting beliefs \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>I give my opinion more freely, I have realised that I do not have to take responsibility for other people’s reactions \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>Now I am able to say “no” without feeling bad about it, although I have learnt how to do so over these months \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>I have identified barriers that I was erecting myself and have realised the importance of living according to my personal values \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>I feel freer, more aware and more confident about making decisions \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>I am aware that irrational beliefs can be handled and that I will eventually find a solution myself \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>I have learned to value myself. I do things because I want to \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3610212.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">Participants’ responses 6 months after the end of the process regarding their most relevant achievements.</p>" ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:36 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "El formalismo pedagógico: el problema del pecado original y la utopía pedagógica en la legislación educativa Española a la luz de la dialéctica formal entre la influencia católica y la protestante. Tesis Doctoral" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:1 [ 0 => "J. Sánchez Tortosa" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Libro" => array:2 [ "fecha" => "2012" "editorial" => "Facultad de Filosofía. Universidad Complutense de Madrid" ] ] ] ] ] ] 1 => array:3 [ "identificador" => "bib0010" "etiqueta" => "2" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "La mayéutica de Sócrates [Accessed 23 December 2022]. 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