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Postgraduate learner perspectives on transforming learner handover to promote self-regulated learning.
Allen Tran1, Aaron Leblanc2, Ian Epstein2
1Department of Medicine, Dalhousie University, Halifax, Canada. allen.tran@dal.ca.
BMC Medical Education
|January 13, 2026
Summary
Postgraduate learners desire formalized learner handover for better coaching and development. They suggest making the process learner-centric, standardized, and transparent to improve medical education.
Area of Science:
- Medical Education
- Internal Medicine Training
- Qualitative Research
Background:
- Discrete rotational blocks in medical training hinder longitudinal assessment and coaching.
- Learner handover, sharing progress between supervisors, could improve feedback but perspectives vary.
- Learners' views on learner handover are largely undocumented.
Purpose of the Study:
- To explore postgraduate learners' perspectives on learner handover practices.
- To identify desired characteristics for formalized learner handover processes.
Main Methods:
- Qualitative study involving dyadic/triadic interviews with internal medicine postgraduate learners.
- Virtual interviews facilitated by an external clinician-educator.
- Iterative, inductive thematic analysis with a research team of faculty and learners.
Main Results:
- Learners, despite participating, did not recognize the process as 'learner handover'.
- Benefits identified: longitudinal coaching, self-regulated development, understanding learner strengths/weaknesses.
- Learners suggested handover be learner-centric, minimally burdensome, standardized, and transparent.
Conclusions:
- Postgraduate learners share similar views on learner handover as other stakeholders.
- A model for learner handover is proposed to foster self-regulated learning.
- Findings can guide postgraduate programs in formalizing handover for learner benefit and faculty development.
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