Facilitated transitions: coaching to improve the medical school to residency continuum

Abstract

Background: Current efforts incompletely address the educational, social, and developmental aspects of a learner’s transition from medical school to residency. Objective: To determine the feasibility and acceptability of a transition to residency (TTR) coaching program. Designs: In March 2019, we designed, implemented, and evaluated a TTR coaching program for students who matched into residency programs at our institution. Goals were to stimulate reflection on successes and challenges encountered during medical school, develop strategies to problem-solve barriers and address concerns, identify professional and personal resources, improve confidence, and make an action plan. Results: Of eligible learners, 42% (10/24) enrolled in TTR coaching. Learners were most interested in coaching in the following areas: wellbeing (70%, 7/10), interpersonal/communication skills (60%, 6/10), and learning plan development (50%, 5/10). The majority (90%; 9/10) expressed satisfaction with the program and would recommend participation. One month after starting internship, 90% (9/10) of learners stated the program helped facilitate their transition. Learners who did not enroll in TTR cited concerns around the coach selection process (72%, 8/11), upcoming travel (45%, 5/11), insufficient time/competing demands (27%, 3/11), and lack of perceived benefit (18%, 2/11). Conclusion: This pilot study demonstrated preliminary feasibility and acceptability for TTR coaching.

Keywords

• mentorship
• coaching
• undergraduate medical education
• graduate medical education