Improving the Medical School to Residency Transition: Narrative Experiences From First-Year Residents.

Area of Science:

• Medical Education
• Graduate Medical Education
• Obstetrics and Gynecology

Background:

• The transition from medical school to residency is a critical period for physician development.
• First-year residents require specific support to navigate new clinical and academic environments.
• Addressing structural racism and bias is an emerging but crucial aspect of resident preparedness.

Purpose of the Study:

• To identify first-year obstetrics and gynecology residents' perceived needs for support during the medical school to residency transition.
• To assess residents' readiness to address structural racism and bias at the commencement of residency training.

Main Methods:

• Qualitative study involving 26 first-year obstetrics and gynecology residents.
• One-on-one virtual interviews conducted between March and June 2021.
• Thematic analysis of anonymously transcribed interviews by two independent reviewers.

Main Results:

• Six key themes emerged: establishing community, relocation resources, medical school/residency preparation, preparedness for addressing racism/bias, peer connection, and leadership engagement.
• Residents highlighted a need for more proactive and intentional support from program leadership.
• Preparedness to address structural racism and bias was identified as a significant area for development.

Conclusions:

• Resident narratives reveal critical opportunities to enhance the transition to residency.
• Findings provide a roadmap for residency programs to develop targeted resources and support from Match Day onwards.
• Improving resident support can foster a more inclusive and effective learning environment.