A Novel Transition to Practice Curriculum for General Internal Medicine Trainees

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Michael Ke Wang
Zahira Khalid
Andrew Cheung



Background: Physicians face numerous challenges during the transition from residency training to indepen-dent practice. Residency programs often provide little to no training around the non-clinical aspects of establishing an independent practice.

Methods: We designed and implemented a longitudinal transition to practice (TTP) curriculum tailored to the needs of general internal medicine (GIM) trainees. Our curriculum included eleven sessions spread across four themes: “Entering the Workforce,” “Managing Your Practice,” “Managing Your Finances,” and “Mainte-nance of Wellness.”

Results: Eleven residents participated in the curriculum. Most residents agreed or strongly agreed that the curriculum included topics that were important to TTP (91%), that the sessions improved their comfort level with the topics presented (100%), and that the curriculum was an important part of their residency training (91%). Personal finance and wellness sessions were particularly well received.

Conclusion: Our longitudinal curriculum for teaching non-clinical TTP competencies was feasible and well-received by GIM trainees. However, further research is needed to establish whether such curricula lead to changes in behavior and outcomes.

Contexte: Les médecins sont confrontés à de nombreux défis durant leur passage de la formation en résidence à la pratique indépendante. Les programmes de résidence offrent souvent peu ou pas de formation sur les aspects non cliniques de l’établissement d’une pratique indépendante.

Méthodologie: Nous avons conçu et mis en œuvre un programme longitudinal de transition vers la pratique (TVP) adapté aux besoins des stagiaires en médecine interne générale (MIG). Le programme comporte onze séances réparties en quatre thèmes : « Intégration du marché du travail », « Gestion de sa pratique », « Gestion de ses finances » et « Maintien du bien-être ».

Résultats: Onze résidents ont participé au programme. La plupart d’entre eux sont d’accord ou tout à fait d’accord pour dire que le programme comporte des sujets qui sont importants pour la TVP (91%), qu’ils se sentent plus à l’aise avec les sujets présentés (100 %) et que le programme constitue une partie importante de leur formation en résidence (91%). Les séances portant sur les finances personnelles et le bien-être ont été particulièrement bien accueillies.

Conclusion: Notre programme longitudinal d’enseignement des compétences non cliniques de la TVP a été réalisable et bien accueilli par les stagiaires en MIG. De plus amples recherches sont nécessaires pour établir si de tels programmes entraînent des changements dans les comportements et les résultats.

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