BACKGROUND: Although orientation to the first year of residency is universal in family practice residencies, there is no published information on preparing first-year residents to become upper-level residents, an almost equally dramatic change. METHODS: We conducted a national survey of all 484 family practice residency directors by e-mail and regular mail. RESULTS: The total response was 365 (75.4%). Slightly more than half (185) of the residencies had a formal program to prepare for the transition to second-year resident. Both faculty, and upper-level residents taught or exchanged information using multiple methods of teaching but mostly lectures and seminars. Topics included practical issues related particularly to new responsibilities, teaching and supervising skills, and the general topics of leadership and communication. An important minority objected to these orientations, expressing concern that they distracted from the ultimate goal of training competent practitioners. CONCLUSIONS: Orientation to the second year of residency is common, brief, and specific. No evaluation of the value of these programs exists.
BACKGROUND: Although orientation to the first year of residency is universal in family practice residencies, there is no published information on preparing first-year residents to become upper-level residents, an almost equally dramatic change. METHODS: We conducted a national survey of all 484 family practice residency directors by e-mail and regular mail. RESULTS: The total response was 365 (75.4%). Slightly more than half (185) of the residencies had a formal program to prepare for the transition to second-year resident. Both faculty, and upper-level residents taught or exchanged information using multiple methods of teaching but mostly lectures and seminars. Topics included practical issues related particularly to new responsibilities, teaching and supervising skills, and the general topics of leadership and communication. An important minority objected to these orientations, expressing concern that they distracted from the ultimate goal of training competent practitioners. CONCLUSIONS: Orientation to the second year of residency is common, brief, and specific. No evaluation of the value of these programs exists.