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14 Recruitment ofResidents
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 signi­cant time initially reviewing applications. Highly granular lters can be congured 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 congured 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 signicant 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 signicant 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 specic 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-
nicant 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 specic 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 dened 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 signicantly 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 ofResidents
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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 signicant 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 benecial, 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 rened and the algorithm was modied 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
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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 signi­cantly 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 theRank Order List
The specic 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 program­specic 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 condentiality 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 benet. 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 con­dentiality. 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 sufcient 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 sufcient number of objections results in an applicant’s removal from the ROL.Regardless of the timingof 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 reect 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 ofResidents
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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 conrm the quota and SOAP® status for each unique listing. These types of programs may also wish to congure rever­sions where unlled 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 unlled positions in one or both tracks to the core program to ensure the overall program lls all positions even if theindividual tracks do notll. 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 ef­cient 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 modied as needed prior to certica­tion by the program director with their R3® password. After certication, 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 certied 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 Table14.1). 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 ofcially 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 unlled 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 “Condential 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 unlled programs through ERAS®, programs have 1–2days 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 Table14.1).
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In 2024 applicants may begin applying to unlled 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 unlled 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 certication deadline at 8:55am Eastern time. Applicants receive their Round One offers 5minutes later and have 2hours to accept an offer. If an applicant accepts an offer, all of the other offers are auto­matically rejected. Programs are notied of accepted or rejected offers immediately by email and they may also track offer status within R3®. After the rst round ends, programs with unlled positions remaining have 55minutes to make changes to their preference list before the next certication deadline as the list must be certied before each round. After the fourth round ends, programs with unlled positions may elect to manually update their status on the NRMP’s “List of Unlled 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 unlled 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 Table14.4. 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 Congure 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
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ify; however, the advent of geographic preference signaling by applicants in ERAS® may now allow more efcient 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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17. Nilsen K, Callaway P, Phillips JP, Walling A. How much do family medicine residency programs spend on resident recruit­ment? A CERA Study Fam Med. 2019;51(5):405–12. https://doi.
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Resident Integration: Orientation andOnboarding
BharatGopal andTinaKenyon
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 denitions 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 andBackground
The Coalition for Physician Accountability (COPA) is “a membership organization designed to advance health care and promote professional accountability by improving the quality, efciency, 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 specic recommendations, number 28 through 30 address onboarding:
28- Specialty-specic, 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 specic 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, reected on by the learner with an educator or coach, and utilized in the development of a specialty-specic, 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
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B. Gopal and T. Kenyon
tion and wellness while addressing interprofessional team building, population health engagement and patient safety.
Denitions
This section denes 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 notied 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 dened time frames for com­pletion, and inviting their questions and comments about the requests.
Attention to gathering preliminary data about incoming
learners can have a signicant positive impact on the ef­ciency of the process (see Table15.1). Once programs are aware of the level of experience learners are bringing with them, onboarding activities can be tailored accordingly [6].
Orientation andOnboarding
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 benet 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 onboardingEmployees learn the orga-
nization’s history and culture as well as procedures. This
often includes learning about policies such as condenti-
ality, re safety, reporting patient safety events, etc.
Social onboardingEmployees 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 workows,
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) Conrmation of medical school completion, etc.
2. To facilitate role-specic 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 etal. [6]