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Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_2725_Библиотеки_им_академика_М_И_Перельмана.pdf
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- •Preface
- •References
- •Contents
- •Author Biographies
- •About the Series Editors
- •Family Medicine Advocacy Summit
- •Robert Graham Center Workforce Studies
- •HealthLandscape
- •Residency Resources
- •Medical Education Policy Development
- •Residency Program Solutions
- •Residency Leadership Summit
- •Chief Resident Leadership Development Program
- •Educational Resources
- •Continuing Medical Education (CME) Tracking
- •Graduate Medical Education Awards
- •Summary
- •References
- •AAFP Structure
- •AAFP Governance
- •Workforce Mission
- •AAFP Workforce Advocacy
- •Residency Redesign
- •References
- •Osteopathic Recognition Requirements
- •Osteopathic Recognition Program Essential Personnel
- •Osteopathic Faculty
- •Osteopathic Recognition Resident Requirements
- •Osteopathic Educational Program Core Competencies
- •Osteopathic Program Evaluation
- •References
- •Reference
- •5: Association of Family Medicine Administration and the Key Role of the Residency Program Coordinator
- •Appendix 1
- •References
- •References
- •Membership Categories within NAPCRG
- •The AAFP Robert Graham Center
- •AAFP National Research Network (NRN)
- •Family Physicians Inquiry Network (FPIN)
- •The Family Medicine Physician-Scientist Pathway (PSP) Program
- •NAPCRG Grant Generating Project
- •Building Research Capacity (BRC)
- •Conclusion
- •References
- •Reference
- •9: Family Medicine Residency Accreditation
- •Why Accreditation Matters
- •ACGME Organizational Structure
- •The Family Medicine Review Committee (RCFM)
- •The Clinical Learning Environment Review (CLER)
- •The Site Visit
- •Initial Accreditation Period
- •Subspecialty Fellowship Application
- •The Annual Program Review
- •The Next Accreditation System Annual Review Process
- •Accreditation Data System (ADS)
- •Citations
- •Accreditation Status
- •Program Requirement Development
- •Competency-Based Medical Education (CBME)
- •References
- •10: Graduate Medical Education Funding
- •Introduction
- •Residency Operating Costs
- •Medicare GME Funding
- •Residency Caps
- •Rural Track Programs
- •Inpatient Prospective Payment System (IPPS) Subtype Hospitals
- •Rural Referral Centers
- •Sole Community Hospitals
- •Medicare-Dependent Hospital
- •Medicaid GME Funding
- •Teaching Health Center Funding
- •Veteran’s Administration GME
- •Children’s Hospital GME (CHGME)
- •State Line Item Funding
- •Hospital Supplemental Funding
- •Patient Care Revenue
- •Philanthropy
- •Conclusions
- •References
- •Introduction
- •Informed Self-Assessment
- •Faculty Development
- •Summary
- •References
- •12: Core Competencies, Milestones, and Entrustable Professional Activities
- •Entrustable Professional Activities
- •Entrustment
- •Pearls
- •Pitfalls
- •References
- •Objectives
- •Educational Strategies
- •Implementation
- •13: A Practical Approach to Curriculum Development
- •Introduction
- •Cognitive Learning Theory
- •Behavioral Learning Theory
- •Humanistic Learning Theory
- •Goals
- •Conclusion
- •References
- •Introduction
- •Preparation Phase
- •Information Technology Systems
- •Medical Student Rotations
- •Interview Season
- •Application Screening
- •Interview Day
- •Second Looks
- •Postinterview Communication
- •Ranking
- •Using R3®
- •Match® Week
- •SOAP®
- •Conclusion
- •References
- •Preboarding
- •Planning New Resident Integration
- •Baseline Assessment
- •Individual Learning Plan
- •Integration Components
- •Longitudinal Integration
- •Learner/Residency/Institutional Goal Alignment
- •Conclusion
- •References
- •Introduction
- •History
- •Residency Application
- •Conclusion
- •References
- •References
- •Introduction
- •Identifying Performance Issues
- •Medical Knowledge
- •Patient Care
- •Interpersonal Skills/Communication
- •Professionalism
- •Systems-Based Practice
- •Remediation
- •Medical Knowledge
- •Patient Care
- •Interpersonal Skills/Communication
- •Professionalism
- •Systems-Based Practice
- •Conclusions
- •References
- •19: Faculty Recruitment: Best Practices
- •Background
- •Seeking Out Suitable Candidates: Recruitment Methods
- •Unique Challenges: Faculty Who Are New Residency Graduates
- •Concluding Thoughts: Always Recruit!
- •References
- •20: Faculty Performance
- •Faculty Performance Concerns
- •Appendix 1: Sample Family Medicine Residency Program Director Job Description
- •Job Summary
- •Educational Delivery
- •Evaluation
- •Administration
- •Appendix 2: Sample Family Medicine Residency Core Faculty Job Description
- •Job Summary
- •References
- •21: Faculty Development
- •Introduction
- •Clinical Skills
- •Scholarly Work
- •Tasks that Family Medicine Residency Faculty Perform
- •Role Modeling
- •Faculty Peer Support
- •Teaching
- •Training Courses
- •Workshops
- •Learning by Doing
- •Self-Directed Learning
- •Career Development
- •Organizational Resources
- •References
- •Introduction
- •Promoting Loving Accountability
- •Clinical Setting
- •Curriculum
- •Social Connection
- •Assessment
- •Vision Forward
- •Handling Microaggressions
- •Financial Investment
- •References
- •Building Trust
- •Positionality
- •Set the Stage
- •Normalize Not Knowing
- •Probing, Not Prodding
- •Accurate
- •Addressing Implicit Bias
- •Micro-Level
- •Macro-Level
- •Conclusion
- •References
- •Introduction
- •Background
- •Risk Factors
- •Stigma
- •FSMB Recommendations Regarding Licensing Questions
- •Physician Health Programs (PHP)
- •Individual-Level Actions
- •Conclusion
- •References
- •References
- •The Clinical Learning Environment
- •Feedback
- •References
- •27: Teaching Maternal Health Care
- •ACGME Requirements
- •Obstetric Family Medicine Faculty Shortage
- •Maternity Care Curricular Elements
- •Preconception Care
- •Prenatal Care
- •Immunizations
- •Common Conditions Which Complicate Pregnancy
- •Breastfeeding
- •Intimate Partner Violence (IPV)
- •Substance Use
- •Food Insecurity
- •Inpatient Obstetrical Care
- •References
- •Introduction
- •Family Medicine Residency Advocacy Curricular Development
- •Evaluation
- •Conclusion
- •References
- •Faculty Leadership
- •Resident Leadership
- •Patient Satisfaction
- •Professional Conduct
- •Ethical Considerations
- •Curriculum Development
- •The Hidden Curriculum
- •Conclusion
- •Context Matters
- •References
- •30: Teaching Behavioral Science
- •Introduction
- •Core Mental Health Topics
- •Patient-Centered Communication Skills
- •Contextual Care
- •Integrated Behavioral Health Care
- •Master Adaptive Learner
- •Clinic-Based Learning
- •Classroom-Based Learning
- •Interprofessional Education
- •Balint Groups
- •Conclusion
- •Appendix 1: Sample Behavioral Health Rotation (Myerholtz 2023)
- •References
- •31: Teaching Evidence-Based Medicine
- •Introduction
- •Longitudinal Deep Dives
- •Journal Club
- •Family Physicians Inquiries Network
- •Case-Based Learning
- •Day-to-Day Integration
- •Curriculum Development Tips Summary
- •Institutional Involvement
- •Summary
- •References
- •32: Teaching Practice Management
- •Background
- •Current Curriculum
- •Activities
- •Quality Improvement Project
- •Virtual Practice Instructions
- •Presenters
- •Topics Covered
- •References
- •Overview
- •Why Training Is Needed
- •Stressing Communication
- •Balint Group
- •Putting It All Together
- •References
- •Introduction
- •Broad Scope
- •Primary Contact
- •Emerging Technology
- •Rural Generalism
- •Public Health Advocate
- •Rural Practice Systems
- •References
- •Introduction
- •Basic Logistics
- •Operational Considerations
- •Billing Requirements
- •Additional Funding Considerations
- •Engaged Leadership
- •The FMC-Residency Partnership
- •Scheduling
- •Data-Driven Improvement
- •Empanelment
- •Panel Weighting
- •Panel Transitions
- •Team-Based Care
- •Population Management
- •References
- •Introduction
- •Personnel Management
- •Meeting Management
- •Communication Management
- •References
- •37: Managing Change in Family Medicine Residency Programs
- •Introduction
- •What Is Change Management?
- •Change Management Case Study
- •Kotter Model
- •Step 1: Create Urgency
- •Step 4: Communicate Buy-In
- •WIFM Worksheet
- •Step 5: Empower Others
- •Step 6: Generate Quick Wins
- •Step 7: Consolidate Gains
- •Conclusion
- •References
- •Negotiating Styles
- •Collaboration
- •Summary
- •References
- •Anticipating Task Cycles
- •Residency
- •Home Life
- •Seize Control
- •Delegate
- •Delegate Residency Chores
- •Delegate Domestic Chores
- •Exercise
- •Lunch
- •Organizing
- •Summary
- •References
- •Introduction
- •References
- •Introduction
- •Anticipate Common Disasters
- •Learn About Your Regional Emergency Infrastructure
- •Learn Your Organization’s Command Center Structures
- •Here Are Some Alternative Care Site Scenarios That May Arise
- •Regional Emergency Infrastructure
- •Managing Your Program During Disaster
- •Community Recovery
- •Consolidate Your Learning
- •Author Background
- •References
- •Conclusion

14 Recruitment ofResidents
141
Application Screening
As previously mentioned, ERAS® opens in late September
for programs to begin screening applicants. Each program
may complete their screening phase slightly differently
depending on their resources and ultimate recruiting goals.
Some programs set up lters within the ERAS® PDWS to
select applicants to invite without anyone spending signicant time initially reviewing applications. Highly granular
lters can be congured within PDWS and the AAMC partnership with Thalamus may lead to further improvements in
automated screening technology [5]. Other programs form a
review committee dividing applications among several individuals. The committee then ranks applications in order to
determine who to invite for a formal interview. Some programs offer rolling interviews where they immediately
extend an invitation once an applicant has been selected to
interview while other programs may decide to review multiple applications rst and then issue invitations at once to a
group of applicants. Each program will need to decide what
is the best approach for them. If a program typically receives
more applications than they are able to interview, then it may
be more reasonable to review multiple applications before
offering interviews. Some programs may receive an overwhelming number of applications and properly congured
electronic lters must be used to identify a reasonable number of applications for a more detailed inspection. For programs that may not receive as many applications, generating
rolling interview offers to qualifying candidates makes
sense.
Another layer to screening applications is ensuring that
the program’s mission aligns with the applicant’s career
vision. For example, if the mission of a program is to train
residents to provide high-quality ambulatory healthcare to
underserved communities, then the program may want to
emphasize interviewing candidates who share a similar passion for underserved communities or perhaps someone
focused on ambulatory care. It may not always be possible to
determine each candidate’s personal vision while screening
an application, but there may be elements within the application that are important to review and will provide at least an
idea of what the applicant values.
There are multiple sections to review for each applicant
within ERAS® PDWS. Most applicants spend signicant
time and energy completing their application and are generally appreciative when it is apparent during interviews that
the interviewer has reviewed the application. Programs may
view all sections of the application with similar weight or
may decide to prioritize certain sections that align with their
vision and mission.
• The experience section demonstrates which volunteer
and/or school organizations applicants have chosen to
participate in. Applicants frequently list leadership experience. Programs will nd some candidates have been
involved in a variety of volunteer activities while others
may have focused on just a couple of activities but
invested more time and effort into those activities.
• Scholarly activity is also included and may be important
for programs that place a greater emphasis on research
and/or quality improvement projects during residency.
• Standardized test results (USMLE or COMLEX) should
be uploaded. These will likely include a pass/fail for the
initial test and a score report for the second standardized
test (Step 2/Level 2). Some applicants may not take Step
2/Level 2 until the spring of the fourth year of medical
school. Programs will need to decide whether they require
a passing score as a prerequisite to interviewing and/or
ranking applicants. It will also be important to determine
if the program is willing to interview applicants with a
prior poor performance (i.e., fail and/or low score) on one
or more of the standardized tests. This varies greatly
among programs and is something to consider before
interview screening of applicants begins each year.
• Letters of recommendation (LOR) may vary in how helpful they are to the screening process. Most programs
require 2–3 LOR and want at least one (if not more) to be
from a family physician. It is important to note that it may
be challenging for some applicants to obtain LOR simply
based on the structure of their medical school training.
Faculty vary in their experience and ability to write quality LOR for residency applications, which is not the fault
of the medical student. On the other hand, if all the LORs
are very vague and/or largely negative, that likely serves
as a red ag.
• The Medical Student Performance Evaluation (MSPE)
should serve as an honest summary of the applicant’s
overall performance during medical school. The MSPEs
will vary somewhat based on the medical school providing them, but they should include information on the students’ experiences, qualities, and overall academic
performance. They should also indicate whether an applicant has been on probation during medical school and
whether he/she took any leave. Part of the information on
academic performance includes clerkship performance.
Some schools still assign letter grades while other school
clerkships may be on a pass/fail system. Comments from
clerkships are frequently included; however, there can be
signicant variation in the level of detail included. While
it is certainly important to view applicants’ performance
while on the Family Medicine clerkship, most programs
also nd value in reviewing student performance on other
clerkships as well [20].
• Medical school transcripts are uploaded into ERAS® and
allow programs to review academic performance. Many

142
P. T. Dooley and M. P. Williams
medical schools have shifted away from letter grades to a
pass/fail system or something between.
• The personal statement is the applicant’s opportunity to
make a strong rst impression. It will frequently contain
information about why the candidate has selected family
medicine, career goals after residency graduation, and/or
what the applicant seeks from a training program.
Applicants can upload different personal statements for
different programs, so they may even include specic language around why the applicant is applying to your
program.
In recent years, there has been an increased emphasis on
“holistic review.” The AAMC includes tools and resources
on their website to assist programs in developing and carrying out “mission-aligned admissions or selection processes
that take into consideration applicants’ experiences, attributes, and academic metrics as well as the value an applicant
would contribute to learning, practice, and teaching” [21]. In
holistic reviews, programs focus on the candidate as a whole,
instead of focusing on a narrow aspect of the applicant’s
accomplishments such as test scores. Rubrics have been created by programs to assist with this process [22].
To assist with holistic reviews, ERAS implemented sig-
nicant changes to the application website before the 2024
interview season [23]. The experience section will only
allow 10 entries to encourage candidates to emphasize what
they feel is most important for programs to know about them.
Applicants will be able to highlight and describe three of
those experiences, whichever were most meaningful to them.
Applicants will also have an opportunity to share their experiences overcoming any obstacles or hardships. For example,
an applicant might share how he/she worked during medical
school to provide nancially for a family, limiting the time
available for extracurricular experiences. Another applicant
might highlight overcoming a health issue that impacted academic performance on standardized tests. All of these
changes are intended to provide a more holistic view of candidates to programs.
Program signaling, a system that allows applicants to
indicate a special interest in specic residency programs,
was rst introduced for Family Medicine in the application
cycle which started in fall 2023 [24]. At this time, applicants
have the option to signal up to ve participating Family
Medicine residency programs. Applicants should signal the
ve programs they are most interested in at the time of application. Not all programs and/or applicants will participate in
signaling as it is optional. Based upon data from other specialties that have used signaling during previous match
cycles, 90% of programs used signaling data when reviewing
applications [25]. The vast majority (75%) of these programs
agreed with the statement, “Program signals helped me identify applicants whom I would have otherwise overlooked.”
Programs will only know if an applicant has signaled them
but will not have access to the identity of other programs the
applicant might have signaled or if the candidate has chosen
not to participate in signaling overall. Programs are prohibited from asking candidates any questions about signaling
other than why they have chosen to signal them.
Geographic preference signaling is another new feature
applicants rst had the option to use in 2024 [26]. If they so
choose, applicants can select up to 3 of 9 geographically
dened preference areas as well as indicate whether they
are interested in a rural vs. urban location for training.
Programs within the geographic areas were able to see the
preference while others not in the area were unable to see
the designation. Programs were prohibited from asking
applicants about other geographic areas they may be interested in. If an applicant indicates they have no geographic
preference, that information was available for all programs
to see.
Programs should be transparent with applicants about
how they will utilize signals and geographic preferences.
The features were added to help programs identify applicants
more interested in their programs, but were not intended to
be used in the ranking of candidates after interviews. Many
programs receive more applications than they have an opportunity to interview; therefore, the hope is that signals and
geographic preferences will allow applicants to easily let
programs know of their interest while decreasing the amount
of time and energy programs may spend interviewing applicants who have less interest in matching with their program.
Interview Day
Prior to the COVID-19 pandemic, the GME community
was just starting to explore what a virtual interview season
might look like. That all changed in 2020 as programs
quickly had to transition to virtual interview seasons with
many programs continuing to offer virtual interviews since
then [27]. Proponents of virtual interviews highlight the
cost savings for both applicants and programs. Applicants
do not have to incur travel costs, which may limit their ability to interview as broadly as they would like. Virtual interviews have been suggested as one way to ensure equity
among applicants while limiting interview-related medical
school debt most students accrue. Of course, there are
downsides to virtual interviews for programs as the number
of applications submitted per applicant has signicantly
increased [28].
While there is variability among family medicine programs on how much they spend to interview applicants,
many programs cover dinner the night before interviews as
well as the cost of hotel rooms [17]. Some programs may
also cover breakfast and/or lunch on interview days as well,

14 Recruitment ofResidents
143
which all leads to substantial program costs. Since it’s now
established that programs can recruit applicants virtually,
many programs and/or sponsoring institutions have decided
the cost savings of virtual interviews are worthwhile. The
AAMC has recommendations for programs that would like
to offer virtual interviews [29].
On the other hand, virtual interviews do not provide
applicants an opportunity to explore the community where
programs are located or physically visit the training
site(s). Applicants likely do not get to interact with as
many faculty and/or residents from programs they only
“visit” virtually and may not get a full sense of the culture
of the program. It is also possible that applicants willing
to spend money to interview at a program are genuinely
more interested in training there as opposed to interviewing at programs virtually when there are no nancial
implications.
Ultimately each program and/or hospital system must
decide whether they want to offer a virtual, in-person, or
hybrid interview season. There are proponents of all types
and limited data currently exists to demonstrate that one
style is superior to the others. One study of an anesthesia
program that utilized both virtual and in-person interview
formats (i.e., hybrid) found the majority of applicants
preferred in-person interviewing; however, applicants also
felt it was important to offer both virtual and in-person
options to candidates. Importantly, an analysis of the rank
list and match outcomes revealed no signicant difference in
the likelihood of being ranked or matching was determined
by choice of interview style [30]. It is important to consider
the nancial costs of the interview season, whether applicants physically visiting your city would be benecial, and if
in- person interviews would limit the quality of the candidates you are interviewing.
Second Looks
Prior to the COVID-19 pandemic, “second looks” (also
known as “callbacks”) were traditionally opportunities for
candidates to revisit programs they were most interested in
matching with. They have been controversial within the
GME community as some feel they put undue pressure on
candidates who may feel obligated to attend second looks in
order to demonstrate their interest in a program. Others feel
they are another opportunity to showcase their program by
allowing applicants additional exposure to faculty and residents. During the height of the pandemic, some programs
offered virtual second looks as a means to promote their programs without placing additional stresses on applicants.
There are also candidates who independently decide to visit
program locations to explore the area while reaching out to
programs asking if they can meet some residents and/or fac-
ulty while in town. Much like whether to have an in-person
vs. virtual interview season, programs will have to decide if
they intend to offer a second look. Programs may not require
applicants to attend a second look (in person or virtual) and
should not rank candidates based on their participation in
such events [11, 12].
Postinterview Communication
Applicants are frequently confused as to whether they should
communicate with programs after interviews. It is not
uncommon for programs to receive “thank you” emails or
notes from applicants. Programs may also receive follow-up
questions after an interview. Programs should be transparent
with applicants if they expect to receive follow-up communication, although many programs do not expect this. It is a
Match® violation for programs to solicit any type of verbal
or written communication from applicants about a commitment to their program [11]. A survey of senior medical students at seven medical schools who were applying to any
specialty found that 60% of applicants told more than one
program they were ranked highly while some applicants told
more than one program they would rank them as their top
choice. Almost 20% of applicants reported they felt assured
they would match at a particular program only to be disappointed they did not [31]. Ultimately, programs should be
cautious with the language they use to communicate with
applicants and recognize that communication from applicants may appear extremely sincere, yet not be trustworthy.
Ranking
Before discussing the various methods of developing the
program ROL, it’s important to understand the proprietary
Match® algorithm [32]. The modern version of the algorithm is based upon research into the “stable matching problem” that led to the development of the Gale–Shapley
algorithm which earned the 2012 Nobel Prize in Economic
Sciences [33]. Programs and applicants have all achieved
“stable matches” if, at the end of the process, there are no
programs and applicants who mutually prefer each other
over their current match(es). Since 1998 the algorithm has
used an applicant-proposing system. This system slightly
advantages applicant rankings in preference to program
rankings (affecting only around 0.1% of matches) [34].
During this same time the couples-matching process was
rened and the algorithm was modied to ensure programs
could not manipulate outcomes through strategic ROL
development.
As a result of these changes, programs and applicants
should simply rank applicants and programs according to their

144
P. T. Dooley and M. P. Williams
respective true preferences. Attempting to account for the likelihood that an applicant will match with a program, or vice
versa, has no positive impact on a program’s Match® outcome
and, in fact, “…trying to get a preferred match by behaving
strategically is far more likely to harm than to help” [35].
Concerningly, 63% of programs with access to preinterview
signaling data indicated they planned to use this information
during ROL discussions [25]. This is entirely contrary to the
intended purpose of the signals. It also fails to account for the
way applicants’ perceptions and preferences may be signicantly altered during the interview process. Therefore, reliance on preinterview signaling data when creating the ROL is
irrational and may hurt the program in the Match®.
Developing theRank Order List
The specic mechanism for creating the ROL is not prescribed by any organization and the program director is ultimately responsible for the nal ROL.Each program director
must decide if and how much of their authority they are willing to share with others to create the ROL.While the program director may always elect to retain the ultimate
authority to make changes to the nal ROL in R3®, they may
also delegate the decision-making process to a programspecic ranking procedure. When involving others in the
process, the program director retains sole responsibility for
the actions of the individuals they choose to involve. In addition to considering criteria that impact each applicant’s relative position on the ROL, program directors should consider
the circumstances in which an interviewed applicant would
not be included on the ROL.
Dissemination of ROL discussions or details outside of
the program may lead to serious unintended consequences
and maintaining condentiality is paramount. Everyone with
access to the ROL would be wise to treat every matched
applicant as if they were at the top of the ROL, regardless of
their actual ROL position prior to the Match®. While program directors may spontaneously and voluntarily share
rank information with applicants, it would be a Match® violation to do so with the intent to apply “undue or unwarranted pressure” on an applicant. This determination relies in
large part upon the applicant’s interpretation of the program’s
intent. To be clear, if a program director wants to discuss
program ranking information with an applicant, the information must be 100% truthful and the intent should be explicitly stated. For example, it would not be a Match® violation
for the program to contact their top ranked applicant and tell
them that they are the program’s top-ranked applicant; however, it would be a violation to say that to more than one
applicant since it would be a lie. Furthermore, if program
directors think that students do not talk with each other, they
are deceiving themselves. Therefore, telling one student that
they are the top-ranked applicant will inevitably lead other
students to logically conclude that they are not the top-ranked
applicant, and they may even alter their rank lists in response.
Hopefully this makes it clear that the risk of sharing ranking
information almost always outweighs any small potential
benet. Programs should likewise avoid altering their ROL
based upon “letters of intent” or other spontaneous communication of preferences from applicants.
Some programs keep the ranking decisions within a very
small circle of faculty while other programs solicit input
from all residents and faculty. The former method may
increase standardization and reliability, but could introduce
biases and blind spots if the ranking committee is monolithic. The latter method increases the diversity of viewpoints
involved in the ranking process, but requires more resource
investment to ensure everyone complies with the applicable
policies and procedures. Furthermore, with more people
involved, it becomes exponentially harder to maintain condentiality. Program directors need to consider their program
values and culture when implementing or changing the ranking process. Developing the ROL is arguably the most
important decision making process that occurs in the program each year. Program directors who are willing to share
their authority in this area may realize greater investment and
ownership in the program from the individuals they involve.
Conversely, program directors who do not solicit sufcient
input from other members of the program risk matching with
individuals who poorly align with the mission and values of
the program. This includes soliciting input from the program
coordinator or other medical education staff members
involved in the recruiting process.
Some programs update their rank list throughout the season, as often as after each interview day, while others wait
until the end of the interview season to develop their list. It’s
also possible to use a hybrid approach where a preliminary
list is developed by a smaller group of individuals which is
then reviewed at the end of the season by a larger group. In
this large group format programs may have a “no rank”
threshold whereby a sufcient number of objections results
in an applicant’s removal from the ROL.Regardless of the
timingof ranking, programs must collect evaluations or ratings immediately after the interviews to ensure they are comparing applicants using the most accurate data possible.
Some programs use a multiaxis scoring system to facilitate holistic evaluation while others holistically evaluate
each applicant’s information and assign a single overall rating. The relative weight assigned to each component of the
application may be customized by each program to reect
their individualized program objectives. In programs where
many individual ratings are combined to arrive at a nal
score, use of a trimmed mean may increase the reliability of
the nal score by eliminating extreme outliers. On the other
hand, applicants who receive outlier scores may be discussed

14 Recruitment ofResidents
145
again to ensure everyone is aware of all information relevant
to that individual’s ranking.
Using R3®
In mid-September the DIO must activate the institutional
account before the program director can register for the current match season. The program director must agree to abide
by the terms of the current Match® Participation Agreement
and NMRP Code of Conduct. They must ensure the quota in
R3® is equal to the number of PGY-1 positions they have
approval and funding to ll. Programs that are expanding
must ensure they have an approved complement change
request from the ACGME before the quota change deadline
in late January. Quota changes will also require approval
from the DIO. The program’s SOAP® participation status
for the current cycle must be updated each year. Electing to
participate in the SOAP® does not obligate the program to
offer positions during the SOAP® process; however, programs that opt-out from SOAP® and do not ll in the Main
Residency Match® will not have access to applications from
unmatched applicants in PDWS during SOAP® week [36].
Programs that have multiple tracks or rural training programs with separate NRMP® Program Codes will need to
conrm the quota and SOAP® status for each unique listing.
These types of programs may also wish to congure reversions where unlled slots in one program or track are donated
to another program or track. For example, a program with an
obstetrics track and an osteopathic track may revert unlled
positions in one or both tracks to the core program to ensure
the overall program lls all positions even if theindividual
tracks do notll. Alternatively, positions could be donated
from one track to another track and then to the core program.
Any system of reversions may be accommodated, as long as
it does not result in a series of circular donations [37].
While programs may create the ROL by searching for
individual applicants by name, this creates the risk of ranking someone who did not apply to the program but has the
same name as the intended applicant. Using an applicant’s
NMRP® ID or AAMC ID eliminates the risk of ranking the
wrong person, but doing this individually would be incredibly tedious for all but the shortest rank lists. The most efcient method is to create the rank list in PDWS, Thalamus, or
another third-party system using the data from ERAS®.
These programs will then allow you to export the ROL in a
format that can be bulk uploaded into R3®. After entry, the
ROL can be edited or modied as needed prior to certication by the program director with their R3® password. After
certication, the program director may decertify the list,
make edits, and recertify the list as many times as desired up
until the ROL deadline. Most importantly, if the program
does not have a certied list, the program will not match with
a single applicant [38].
Match® Week
Match® Week, like a Dickens’ novel, may start off as the
best of times or the worst of times; however, by the end of the
week the vast majority of programs will nish on a high note
as they celebrate and welcome their next class of residents.
The details of Match® Week often slightly change from year
to year and programs would be wise to review the annual
calendar to ensure they are ready for whatever may come
(see Table14.1). Experienced program directors may proactively block the entire week and keep their schedules free
from precepting and meetings. Less experienced program
directors have found themselves on vacation or rounding on
the inpatient team when they discovered it was time to
urgently learn about the SOAP®.
The events of Match® Week ofcially kick off on Monday
morning when program directors and applicants alike receive
emails from the NRMP® to let them know if they lled or
matched, respectively [6]. Most programs with unlled positions will be rather busy for the rest of the week navigating
the SOAP®. Filled programs simply wait until Thursday
afternoon when another email from the NRMP delivers the
program’s “Condential Roster of Matched Applicants.” The
information is strictly embargoed from dissemination outside of the program until Friday when applicants learn where
they matched. Programs may use this head start to ensure
they are ready to welcome the newly matched interns. Some
programs prepare their websites, social media accounts, and/
or press releases for distribution after the embargo ends on
Friday. Other programs ensure that the program director, faculty members, and/or current residents are ready to personally welcome each newly matched individual to the team.
SOAP®
The NRMP® rst implemented the Supplemental Offer and
Acceptance Program (SOAP®) in 2012 as an attempt to better organize the chaotic and ungoverned “scramble” period,
which was previously the hallmark of Match® Week [39].
While some details have changed, the basic process has
remained the same over the last decade. Applicants apply to
unlled programs through ERAS®, programs have 1–2days
to review applications and conduct interviews, match offers
are extended by programs in a series of rounds, and applicants have a short period of time to accept or reject the offers
in each round. The NRMP® maintains a detailed website to
assist programs navigating the SOAP® (see Table14.1).

146
P. T. Dooley and M. P. Williams
In 2024 applicants may begin applying to unlled programs through MyERAS® on Monday morning [6].
Applicants, and their representatives, are strictly prohibited
from initiating contact with programs outside of ERAS®.
Programs currently gain access to applications in PDWS on
Tuesday morning. Programs may receive as many applications for just one unlled position as they received in total
before Match® Week and thus need to think through their
screening process before Tuesday morning. All of the
SOAP® rounds are currently scheduled for Thursday with
the rst program preference list certication deadline at
8:55am Eastern time. Applicants receive their Round One
offers 5minutes later and have 2hours to accept an offer. If
an applicant accepts an offer, all of the other offers are automatically rejected. Programs are notied of accepted or
rejected offers immediately by email and they may also track
offer status within R3®. After the rst round ends, programs
with unlled positions remaining have 55minutes to make
changes to their preference list before the next certication
deadline as the list must be certied before each round. After
the fourth round ends, programs with unlled positions may
elect to manually update their status on the NRMP’s “List of
Unlled Programs” and indicate if they do not want to
receive contact from applicants who remain unmatched.
The biggest difference between the Main Residency
Match® and the SOAP® is that applicants do not submit
preference lists during the SOAP®. As a result, programs
will only extend up to one offer per unlled position in each
SOAP® round. Programs may enter a SOAP® preference
list with more names than open positions to streamline the
process of recertifying their list before subsequent rounds.
With no applicant rank lists, the system is unable to use a
matching algorithm to arrive at stable matches. Programs are
thus no longer incentivized to rank applicants in the program’s true order of preference. Likewise, applicants who
only receive offers from their less preferred programs are
strongly incentivized by the fear of never matching to accept
any position offered rather than hold out for an offer from a
more highly preferred program in a subsequent round.
Unfortunately, this means that programs participating in the
SOAP® need to strategically consider each applicants’ likelihood of accepting the program’s offer. Gathering the necessary
data to properly assess this likelihood while also complying
with the NRMP® Code of Conduct is essentially impossible.
To address these issues, among others, the NRMP® proposed
a “Two-Phase Main Residency Match” that replaces the
SOAP® with another true use of the matching algorithm [39].
The NRMP® subsequently solicited public feedback regarding
a “Voluntary Rank Order List Lock” feature, which would
allow programs to publicly and permanently certify their ROL
before the ROL deadline [40]. Public comment periods for
both proposals revealed no consensus and the NRMP convened
a Match® Innovations Summit in December 2023 to engage
key stakeholders in further discussions [41].
Conclusion
The major milestones in the recruiting cycle are summarized
in Table14.4. While Match® Day hopefully delineates the
nal day of a successful recruiting cycle, it also signals the
visible start of the onboarding process. Of course, the planning and preparation for resident orientation and onboarding
must start well before Match® Day (see Chap. 15 for more
details regarding the onboarding of residents). The weeks
and months after Match® Week present a prime opportunity
to evaluate and review outcomes from the previous recruiting
cycle. Lessons learned in the immediate aftermath may then
inform planning for the subsequent cycle.
If a program experienced suboptimal outcomes, they
may wish to contact ranked applicants who did not match
with the program to better understand factors which require
focused improvement efforts. Some of these factors may be
outside of the control of the program. For example, geographic location is the classic factor a program cannot mod-
Table 14.4 Key tasks in the annual resident recruiting cycle
Task Timing
ERAS® Registration Early April
Congure PDWS Late June
AAFP’s National Conference Late July or early August
NRMP® Registration Mid-September
Review Applications in PDWS Late September
Conduct Interviews October to January
NRMP® Quota Change Deadline Late January
Rank Order List Entry Begins Early February
Rank Order List Deadline Late February
Match® Week and SOAP® Mid-March

14 Recruitment ofResidents
147
ify; however, the advent of geographic preference signaling
by applicants in ERAS® may now allow more efcient allocation of interview offers during the application screening
phase. Programs may also consider seeking anonymous
feedback from applicants following the interview day or
during the period in between the ROL deadline and the
onset of Match® Week. During this window the applicants
have absolute certainty that their responses will not alter
their rank and, from a program perspective, the applicant
responses have not yet been biased, positively or negatively,
by the results of the Match®.
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Resident Integration: Orientation
andOnboarding
BharatGopal andTinaKenyon
15
Key Points
• Preboarding, orientation, and onboarding are unique and
crucial processes for integrating new residents into
advanced training.
• Interprofessional collaboration provides a variety of
resources to enhance these processes within a residency.
• Advanced planning facilitates success.
• Attending to successful integration and resident wellness,
including using a trauma-informed lens, promotes effectively designed individualized learning plans.
The crucial transition from undergraduate to graduate medical education is receiving needed attention due to the complex dysfunction experienced by learners and education
systems with the COVID-19 pandemic [1, 2]. The Coalition
for Physician Accountability’s UME-to-GME Review
Committee (UGRC) devoted resources to identifying, studying, and addressing the various concerns related to this transition [3]. While addressing the full scope of the UME-GME
transition is beyond the capacity of this chapter, the authors
offer practical strategies for promoting a smooth transition
from medical school to Family Medicine residency training.
We provide denitions of the various aspects of resident
integration, including preboarding, orientation, and onboarding, and offer detailed suggestions. While none of these concepts fully encapsulate the entire process, we use the term
integration as an umbrella term throughout this chapter. We
describe the planning process for integration with example
timelines, emphasizing its importance in highlighting the
culture of the program. Then, recognizing that integration is
B. Gopal (*)
Samaritan Family Medicine Residency, Corvallis, OR, USA
e-mail: bgopal@samhealth.org
T. Kenyon
NH Dartmouth Family Medicine Residency, Concord, NH, USA
e-mail: tinakr4r@gmail.com
an iterative cycle of improvement, we discuss methods for
gathering feedback. Finally, we provide thoughts about other
considerations related to resident integration and program
culture.
Introduction andBackground
The Coalition for Physician Accountability (COPA) is “a
membership organization designed to advance health care
and promote professional accountability by improving the
quality, efciency, and continuity of the education, training,
and assessment of physicians.” Senior leadership and governance representatives from a variety of key stakeholders
such as the Association of American Medical Colleges
(AAMC) and Accreditation Council for Graduate Medical
Education (ACGME) serve in this organization [3]. COPA’s
UME-to-GME Review Committee (UGRC) generated the
Recommendations for Comprehensive Improvement of the
UME-GME Transition document in 2021 [4]. Among the
specic recommendations, number 28 through 30 address
onboarding:
28- Specialty-specic, just-in-time training must be provided to
all incoming rst-year residents, to support the transition from
the role of student to a physician ready to assume increased
responsibility for patient care.
29 - Residents must be provided with robust orientation and
ramp up into their specic program at the start of internship. In
addition to clinical skills and system utilization, content should
include introduction to the patient population, known health disparities, community service and engagement, faculty, peers, and
institutional culture.
30- Meaningful assessment data based on performance after the
MSPE (Medical Student Performance Evaluation) must be collected and collated for each graduate, reected on by the learner
with an educator or coach, and utilized in the development of a
specialty-specic, individualized learning plan to be presented
to the residency program to serve as a baseline at the start of residency training.
These recommendations offer guiding principles for a
robust and effective process that ensures learner prepara-
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025
R. Kellerman, G. Irwin (eds.), Graduate Medical Education in Family Medicine, Excellence in Medical Education 2,
https://doi.org/10.1007/978-3-031-70741-4_15
149

150
B. Gopal and T. Kenyon
tion and wellness while addressing interprofessional team
building, population health engagement and patient safety.
Denitions
This section denes terms commonly used in the process of
integrating newly matched residents into the organization:
preboarding, orientation, and onboarding. For brevity, the
authors will use the broad term “integration” for the remainder of this chapter as an umbrella term for including all of
these various aspects.
Preboarding
After the National Resident Matching Program process is
completed, training programs are notied of the medical
school graduates who will be joining them. At this point, the
“preboarding” process can begin [5]. It is important for
incoming residents to receive clear, consistent, and welcoming messaging. This can include sending a checklist of
required documentation with dened time frames for completion, and inviting their questions and comments about the
requests.
Attention to gathering preliminary data about incoming
learners can have a signicant positive impact on the efciency of the process (see Table15.1). Once programs are
aware of the level of experience learners are bringing with
them, onboarding activities can be tailored accordingly [6].
Orientation andOnboarding
In some cases, these terms are used interchangeably, yet each
approach has unique features and serves a different function
as the new learner enters the organization.
The orientation process is usually discreet and timelimited. Foundational elements such as re safety regulations and accessing benet options are often included.
Orientation is one component of the broader onboarding
process of helping new employees actively assimilate into an
organization.
The broader process of onboarding is an important step in
providing new residents with the knowledge and skills to
perform well in their new role, and achieve a sense of belonging within the organization.
According to the Association for Talent Development [7],
there are three different levels of focus for onboarding:
• Organizational onboarding—Employees learn the orga-
nization’s history and culture as well as procedures. This
often includes learning about policies such as condenti-
ality, re safety, reporting patient safety events, etc.
• Social onboarding—Employees acclimate to their new
team and its social dynamics. This can include team-
building social events with peers, faculty, administrative
and clinical staff.
• Technical onboarding—Employees learn how to perform
the tasks associated with their new job. This portion
focuses on how to use the electronic health record, access
specialist care for patients, and supervised practice with
common procedures such as dermatologic procedures,
point-of-care ultrasound use, outpatient clinic workows,
etc.
Each level of onboarding facilitates the resident’s acclimation to the new training environment. It provides opportunities to ease into training, which is crucial, based on the
UGRC research ndings. If onboarding is omitted, it can create a traumatic “baptism by re” experience, starting clinical
rotations with little or no transition time, coaching, and little
understanding of the institutional and/or residency program
culture. Thus, inattention to onboarding can have a signi-
Table 15.1 Preassessment data: sponsoring institutions and training programs determine what data is required and what is useful to have
What data is needed:
1. To facilitate organizational onboarding—required documentation:
(a) Immunization records
(b) Law enforcement background check
(c) Conrmation of medical school completion, etc.
2. To facilitate role-specic onboarding, determine level of experience with:
(a) Processes (e.g., writing a discharge summary)
(b) Procedures and skills (e.g., dermatologic procedures, suturing, attending a birth)
3. To facilitate interpersonal onboarding:
(a) Bonding with classmates (e.g., hobbies/outside interests, etc.)
(b) Areas of interest within Family Medicine
Barone etal. [6]
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