67. YEAR ONE OF A NEW RESIDENCY PROGRAM: REFLECTIONS FROM THE INAUGURAL INTERN CLASS TO LEADERSHIP

Abstract

Background As the number of graduating medical students is increasing, the number of residency positions is remaining the same. One solution to this problem is the creation and accreditation of new residency programs to help bridge the gap. However, the distinct challenges and opportunities that new training programs present for learners and faculty have not been extensively studied or described. Objective Determine and understand the distinctive perspective of a group of resident physicians who served as the inaugural interns in a new categorical pediatrics residency program. Methods We conducted a modified qualitative analysis of themes to generate resident perspectives. Seven residents (70% of the total class) agreed to answer six initial open-ended questions followed by a analysis of themes. These residents then met as a group and identified three consensus themes in each of the three topic areas: Strengths, Challenges, and Lessons Learned from a new program. In small working groups key areas were investigated and themes were consolidated, reviewed and edited for flow by faculty over a 2-month period and presented in a summarized form. Results Residents described strengths of participating in a new residency-training program as the opportunity to shape the program, individualized learning experience, and enthusiastic and available faculty. They identified challenges of training in a new program as lack of upper level residents, diverse faculty expectations, resident morale, and coping with challenges. Lessons learned included themes of resident engagement, standard expectations and feedback, and resident driven wellness. Conclusions Our inaugural class of residents identified the key challenges and opportunities of training in a new program. These perspectives should prove informative for educators who are planning new programs in graduate medical education.