Reimagining the Transition to Residency

A Trainee Call to Accelerated Action

Bibliographic Data

ID21614737
AuthorsGrant L Lin (0000-0001-6888-2140, G.L. Lin is a second-year child neurology resident, Stanford University School of Medicine and Lucile Packard Children’s Hospital, Palo Alto, California, corresponding author), Sylvia Guerra (S. Guerra is a first-year general surgery resident, Dartmouth-Hitchcock Medical Center, Lebanon, New Hampshire), Juhee Patel (J. Patel is a first-year pediatric resident, Lehigh Valley Reilly Children’s Hospital, Allentown, Pennsylvania), Jesse Burk-Rafel (0000-0003-3785-2154, J. Burk-Rafel is assistant professor of medicine and assistant director of UME-GME innovation, Institute for Innovations in Medical Education, NYU Grossman School of Medicine, New York, New York)
Year2023
Volume98
Issue2
Pages158-161
Publication date2023-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000004646
PMID35263298
OpenAlexW4220817248
LanguageEN
Citations received5
References cited12

The transition from medical student to resident is a pivotal step in the medical education continuum. For applicants, successfully obtaining a residency position is the actualization of a dream after years of training and has life-changing professional and financial implications. These high stakes contribute to a residency application and Match process in the United States that is increasingly complex and dysfunctional, and that does not effectively serve applicants, residency programs, or the public good. In July 2020, the Coalition for Physician Accountability (Coalition) formed the Undergraduate Medical Education-Graduate Medical Education Review Committee (UGRC) to critically assess the overall transition to residency and offer recommendations to solve the growing challenges in the system. In this Invited Commentary, the authors reflect on their experience as the trainee representatives on the UGRC. They emphasize the importance of trainee advocacy in medical education change efforts; reflect on opportunities, concerns, and tensions with the final UGRC recommendations (released in August 2021); discuss factors that may constrain implementation; and call for the medical education community—and the Coalition member organizations in particular—to accelerate fully implementing the UGRC recommendations. By seizing the momentum created by the UGRC, the medical education community can create a reimagined transition to residency that reshapes its approach to training a more diverse, competent, and growth-oriented physician workforce

Accountability · Call to action · Medical school · MEDLINE · Residency training · Diversity and Career in Medicine · Healthcare Systems and Challenges · Innovations in Medical Education

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