A Regional Resident Readiness Course to Facilitate the Transition From Student to Doctor

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Given the variability in fourth year medical student experiences, educators are concerned that students are not equally prepared for internship. RRCs, or “bootcamps,” improve participant confidence and skills. For many medical schools, the low number of students entering Ob/Gyn does not justify investing in resources needed for a RRC. Institutional collaboration allows for resource consolidation, inter-professional education, and teaching innovation.


A 2-week curriculum was designed to meet M1 and CEPA objectives. The RRC included lecture, case- and team-based activities, and simulation training. Enrollees included thirteen fourth-year medical students from three New England medical schools. Before and after the curriculum, students rated their confidence in meeting M1 and CEPA objectives and completed the APGO Knowledge Assessment Test. Quantitative data were analyzed via Wilcoxon Rank-Sum tests (P<.05). Curricular sessions were evaluated on a 10-point Likert scale for speaker engagement, knowledge, and organization, as well as relevance to training.


Participants were more confident in their capacity to meet M1 and CEPA objectives in 35 of 37 domains. Their confidence in technical abilities improved in 35 of 35 skills. They were more confident in their ability to balance work with personal life, teach students, provide feedback, and deliver hand-offs. The pre- and post-RRC APGO Knowledge Test means were 71±10 (N=12), and 76±7 (N=5), respectively. Qualitative assessment of curricular sessions was consistently positive, averaging >9/10 in all metrics.


In addition to our RRC being successful in terms of multi-institutional collaboration, it also proved highly efficacious in enhancing the knowledge, technical skills, and confidence of participants. Statistical significance in APGO Knowledge Test results may have been achieved with a larger sample size, as M1 and CEPA ratings almost universally improved. Future measurements include polling residency directors regarding performance of residents and collecting confidence and medical knowledge ratings from participants throughout their internship. A multi-institutional RRC provides substantial benefit to medical students transitioning to residency. This has implications for the development of such programs on a national scale.

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