Transition to Residency Courses: Recommendations for Creation and Implementation
Transition to Residency (TTR) courses help ease the critical transition from medical school to residency, yet there is little guidance for developing and running these courses. In this perspective, the authors use their expertise as well as a review of the literature to provide guidance and review p...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2024-01-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205231225009 |
| _version_ | 1827367615513755648 |
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| author | Lauren A. Heidemann Matthew Rustici Lynn Buckvar-Keltz Andrea Anderson Jennifer Plant Helen K. Morgan Jon Goforth Katharyn M. Atkins |
| author_facet | Lauren A. Heidemann Matthew Rustici Lynn Buckvar-Keltz Andrea Anderson Jennifer Plant Helen K. Morgan Jon Goforth Katharyn M. Atkins |
| author_sort | Lauren A. Heidemann |
| collection | DOAJ |
| description | Transition to Residency (TTR) courses help ease the critical transition from medical school to residency, yet there is little guidance for developing and running these courses. In this perspective, the authors use their expertise as well as a review of the literature to provide guidance and review possible solutions to challenges unique to these courses. TTR courses should be specialty-specific, allow for flexibility, and utilize active learning techniques. A needs assessment can help guide course content, which should focus on what is necessary to be ready for day one of residency. The use of residents in course planning and delivery can help create a sense of community and ensure that content is practical. While course assessments are largely formative, instructors should anticipate the need for remediation, especially for skills likely to be performed with limited supervision during residency. Additionally, TTR courses should incorporate learner self-assessment and goal setting; this may be valuable information to share with learners’ future residency programs. Lastly, TTR courses should undergo continuous quality improvement based on course evaluations and surveys. These recommendations are essential for effective TTR course implementation and improvement. |
| first_indexed | 2024-03-08T09:11:58Z |
| format | Article |
| id | doaj.art-1850d6eac10042889e7705db3044a558 |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-03-08T09:11:58Z |
| publishDate | 2024-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-1850d6eac10042889e7705db3044a5582024-01-31T22:04:11ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052024-01-011110.1177/23821205231225009Transition to Residency Courses: Recommendations for Creation and ImplementationLauren A. Heidemann0Matthew Rustici1Lynn Buckvar-Keltz2Andrea Anderson3Jennifer Plant4Helen K. Morgan5Jon Goforth6Katharyn M. Atkins7 University of Michigan Medical School, Ann Arbor, MI, USA University of Colorado, Aurora, CO, USA , New York, NY, USA , Washington, DC, USA University of California Davis, Sacramento, CA, USA University of Michigan Medical School, Ann Arbor, MI, USA , Winston-Salem, NC, USA Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA, USATransition to Residency (TTR) courses help ease the critical transition from medical school to residency, yet there is little guidance for developing and running these courses. In this perspective, the authors use their expertise as well as a review of the literature to provide guidance and review possible solutions to challenges unique to these courses. TTR courses should be specialty-specific, allow for flexibility, and utilize active learning techniques. A needs assessment can help guide course content, which should focus on what is necessary to be ready for day one of residency. The use of residents in course planning and delivery can help create a sense of community and ensure that content is practical. While course assessments are largely formative, instructors should anticipate the need for remediation, especially for skills likely to be performed with limited supervision during residency. Additionally, TTR courses should incorporate learner self-assessment and goal setting; this may be valuable information to share with learners’ future residency programs. Lastly, TTR courses should undergo continuous quality improvement based on course evaluations and surveys. These recommendations are essential for effective TTR course implementation and improvement.https://doi.org/10.1177/23821205231225009 |
| spellingShingle | Lauren A. Heidemann Matthew Rustici Lynn Buckvar-Keltz Andrea Anderson Jennifer Plant Helen K. Morgan Jon Goforth Katharyn M. Atkins Transition to Residency Courses: Recommendations for Creation and Implementation Journal of Medical Education and Curricular Development |
| title | Transition to Residency Courses: Recommendations for Creation and Implementation |
| title_full | Transition to Residency Courses: Recommendations for Creation and Implementation |
| title_fullStr | Transition to Residency Courses: Recommendations for Creation and Implementation |
| title_full_unstemmed | Transition to Residency Courses: Recommendations for Creation and Implementation |
| title_short | Transition to Residency Courses: Recommendations for Creation and Implementation |
| title_sort | transition to residency courses recommendations for creation and implementation |
| url | https://doi.org/10.1177/23821205231225009 |
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