Supporting the Transition: New Obstetrics and Gynecology Resident Perspectives on Resources for Residency Preparation.

BACKGROUND

Numerous formal and informal resources exist to support the transition to residency. Little is known about how postgraduate year (PGY) 1 residents perceive and utilize these tools.

OBJECTIVE

To explore PGY-1 obstetrics and gynecology (OB/GYN) residents' perspectives on the utility and impact of structured and informal resources supporting the transition to residency.

METHODS

We used a qualitative thematic analysis of in-depth interviews with PGY-1 OB/GYN residents using self-determination theory as a framework. In 2024, participants were recruited via email and social media from across the United States. Two residents performed virtual interviews. Three independent coders used inductive coding to analyze the data, then interpreted the patterns that emerged using self-determination theory as an interpretive framework.

RESULTS

A total of 11 interviews were performed. Three themes were identified in residents' experience that aligned with the core domains of self-determination theory: the heterogeneity of learning needs as new residents strive towards independence (autonomy), responsibilities for patient care serving as a powerful motivator for learning (competence), and the need for a supportive learning environment (belonging). Residents expressed diverse learning needs, and the abundance of tools often contributed to feelings of being overwhelmed.

CONCLUSIONS

Tailoring support strategies to align with learning goals may enhance the effectiveness of transition resources and promote early resident growth and well-being. Educators may help learners identify resources but also allow for learner autonomy in setting learning goals, focus on practical skills to develop competence in clinical duties, and create structures to support a culture of belonging.