Facilitating the transition to residency: A resident-as-coach pilot program

Abstract

Background: The transition from medical school to residency is a critical developmental phase; coaching may help students prepare for this role transition.

Aims: We explored whether near-peer coaching could improve a specific workplace skill prior to residency.

Methods: A resident-as-coach program was piloted for the medicine sub-internship, an advanced acting internship rotation. Between March and June 2021, 26 students were assigned a resident coach (n = 16). Resident coaches completed one training session, and student-coach dyads met for one coaching session on 'pre-rounding'- gathering patient data before rounds. The program was evaluated through surveys and focus groups.

Results: 20/26 students and 14/16 residents completed the survey. 19/20 students identified a pre-rounding challenge and reported increased pre-rounding efficiency; all committed to one actionable step for improvement. All 16 residents felt their coaching skills improved. In focus groups, students valued the program's focus on honing a relevant skill in a safe, near-peer setting. Residents expressed their intent to incorporate coaching into their future work.

Conclusions: A resident-as-coach model can be effective in preparing students for residency, while concurrently building residents' coaching skills.

Keywords: Coaching; acting internship; resident-as-teacher; sub-internship; transition to residency.