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A New Tool for Guided Transition from Medical School to Residency: PGY0 School

Purpose: This project tested a novel voluntary virtual curriculum for incoming interns to: 1) introduce learning framework and resources of residency, 2) review core anatomy and physiology concepts, 3) review high-yield “day-one” concepts, and 4) provide friendly forum for cohort development.


Background: The transition from medical school to residency is fraught with insecurity and opacity. Interns accept rapidly escalating responsibility for patient care and learning while adapting to a new environment and peer group. COVID19 also limited transitional curricula at medical schools and prohibited hands-on and social activities during intern orientation.


Methods: Four themed ninety minute virtual video sessions, each with approximately sixty minutes of preparatory material including videos, articles, and institutional documents, were held preceding intern orientation. Each was a clinical case prepared by resident facilitators to integrate key topics and practical applications. Questions and discussion were encouraged, and summary notes were shared.


Results: Participation at four voluntary sessions was 100% from incoming interns and all (n=9) participated in final survey. Overall, 89% rated PGY0 School “extremely helpful” and 11% “very helpful.” All reported success in conveying core and “day-one” concepts and practical tips and reported comfort asking questions. Narrative feedback highlighted favorability of case-based application and multimodal learning and occasional frustration with technologic difficulties. All recommended program continuation. Ideas for future included ambulatory gynecology and surgical basics.


Discussions: Pre-orientation case-based virtual curriculum led by near-peers for incoming interns yields benefit in perceived preparedness for knowledge, practice, and community. Such novel and innovative opportunities should be offered and adapted to meet evolving needs.

Topics: CREOG & APGO Annual Meeting, 2021, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, UME, Lecture, Independent Study, Problem-Based Learning, Team-Based Learning,

General Information

Student,Resident,Faculty,Clerkship Director,Clerkship Coordinator,Osteopathic Faculty,Residency Director,Residency Coordinator,
Patient Care,Medical Knowledge,Professionalism,Systems-Based Practice & Improvement,Interpersonal & Communication Skills,Practice-Based Learning & Improvement,
Lecture,Independent Study,Problem-Based Learning,Team-Based Learning,
Clinical Focus

Author Information

Lena Sweeney, MD, Yale New Haven Hospital; Ecem Esencan, MD; Julia Cron, MD

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