From doing to leading: PGY‐1 to PGY‐2 transition.

Background: Clinical trainees experience several professional transitions throughout their career, which can be exciting, anxiety‐provoking or both. The first to second post‐graduate year (PGY) transition for residents (junior doctors) in North America involves assuming new roles such as team leader, clinical supervisor, and teacher, often with minimal preparation. We explored resident experiences and emotions during this transition, and obtained their strategies for navigating this transition, through the lens of Bridges' transition model. This model has three stages: (1) ending, losing and letting go, (2) the neutral zone and (3) the new beginning. Methods: We conducted one in‐person focus group and subsequent one‐on‐one virtual semistructured interviews (due to COVID‐19) of PGY‐2 and PGY‐3 residents who had previously undergone the transition. These sessions were recorded and transcribed, and thematic analysis was performed. Findings: Four residents participated in the focus group, and 14 participated in one‐on‐one interviews. We identified five key themes: (1) not just a cog in the wheel, (2) contributing to growth of near‐peers, (3) being flexible and adaptive, (4) emulating resident role models and (5) relationships with attendings. Residents suggested a transitions‐focused retreat, simulation training to lead clinical emergencies, supervised opportunities for PGY‐1s to act as PGY‐2s coached by senior residents, and pairing PGY‐1s with senior residents to help prepare for the transition. Conclusion: Professional transitions are both anxiety‐provoking and exciting. Clinical trainees need preparation to successfully navigate multiple transitions. The Bridges' transition model could be useful in conceptualising transitions and planning curricula. [ABSTRACT FROM AUTHOR]