Name
Using Residency Insights to Strengthen Psychological Capacity in Medical
Students
Date & Time
Monday, June 8, 2026, 2:08 PM - 2:23 PM
Location Name
Oglethorpe F
Speakers
Authors
Brook A. Hubner, University of Alabama Marnix E. Heersink School of Medicine
Luarence Marie Boitet, University of Alabama Marnix E. Heersink School of Medicine
Presentation Topic(s)
Student Support
Description
PURPOSE
Burnout affects undergraduate (UME) and graduate (GME) medical trainees at
rates exceeding the general population, highlighting the need for
psychological resources that support growth and well-being in demanding
clinical environments. Although medical schools have added initiatives like
flexible scheduling and wellness days, persistently low student well-being
exposes the limits of group-level efforts in building the adaptive capacities
required in medical training. Using a backward-design approach to understand
the challenges of early residency, we drew on psychological capital, or the
cognitive, emotional, and motivational resources that contribute to workplace
success, to identify the capacities most important for intern year success.
These findings will guide the design of future undergraduate medical
education interventions that strengthen these capacities before students
enter residency.
METHODS
We surveyed residents in their first 18 months of training and residency
leaders across 26 programs at one institution. Open-ended questions explored
non-technical dimensions contributing to intern success or challenges during
transition to residency. Thematic analysis identified shared and divergent
perspectives.
RESULTS
GME trainees and leaders highlight the challenge of transitioning from a
more flexible medical school setting to the demands of residency. Trainees
described difficulty adjusting to workload, responsibility, and independence.
Leaders noted similar patterns but framed them as challenges with time
management, competing demands, and understanding residency realities. Both
groups emphasized continuous learning, teamwork, patient-centeredness, and
maintaining positivity. Leaders more often emphasized work ethic, embracing
challenges, motivation, and self-awareness while trainees highlighted
emotional intelligence and appropriate help-seeking.
CONCLUSION
Findings reveal specific psychological capacities, including workload
management, realistic expectation-setting, emotional regulation, and adaptive
help-seeking, that warrant deliberate cultivation during medical school.
Integrating structured preparation for the demands of residency into existing
UME programming and curricula offers a practical way to strengthen these
capacities and better support students as they enter GME training.
Burnout affects undergraduate (UME) and graduate (GME) medical trainees at
rates exceeding the general population, highlighting the need for
psychological resources that support growth and well-being in demanding
clinical environments. Although medical schools have added initiatives like
flexible scheduling and wellness days, persistently low student well-being
exposes the limits of group-level efforts in building the adaptive capacities
required in medical training. Using a backward-design approach to understand
the challenges of early residency, we drew on psychological capital, or the
cognitive, emotional, and motivational resources that contribute to workplace
success, to identify the capacities most important for intern year success.
These findings will guide the design of future undergraduate medical
education interventions that strengthen these capacities before students
enter residency.
METHODS
We surveyed residents in their first 18 months of training and residency
leaders across 26 programs at one institution. Open-ended questions explored
non-technical dimensions contributing to intern success or challenges during
transition to residency. Thematic analysis identified shared and divergent
perspectives.
RESULTS
GME trainees and leaders highlight the challenge of transitioning from a
more flexible medical school setting to the demands of residency. Trainees
described difficulty adjusting to workload, responsibility, and independence.
Leaders noted similar patterns but framed them as challenges with time
management, competing demands, and understanding residency realities. Both
groups emphasized continuous learning, teamwork, patient-centeredness, and
maintaining positivity. Leaders more often emphasized work ethic, embracing
challenges, motivation, and self-awareness while trainees highlighted
emotional intelligence and appropriate help-seeking.
CONCLUSION
Findings reveal specific psychological capacities, including workload
management, realistic expectation-setting, emotional regulation, and adaptive
help-seeking, that warrant deliberate cultivation during medical school.
Integrating structured preparation for the demands of residency into existing
UME programming and curricula offers a practical way to strengthen these
capacities and better support students as they enter GME training.