Professional Development Rotation for Residents: An Innovative Approach to Integrating Career Exploration and Personal Development

Abstract

Objective

To describe how residents utilized a professional development rotation (PDR), its influence on different domains of professional development, and potential effects on professional identity formation (PIF).

Methods

This qualitative study used semistructured, one-on-one virtual interviews with pediatric residents and recent graduates who participated in a second-year PDR. Recruitment occurred via email with a purposeful sampling strategy until sufficiency was achieved. Three study team members reviewed and coded each interview using Dedoose (v.8.3.41) software. All authors met over sequential meetings to review coded texts using applied thematic analysis until achieving consensus on final study themes. An accompanying brief survey cataloged demographics, rotation components completed, and overall rotation ratings.

Results

Twenty-two participants completed the study: 12 residents (current third year) and 10 recent (<1 year) graduates. In the survey, the majority (77%) rated the rotation more valuable than others for career development and all engaged in multiple types of activities. Five major themes emerged in thematic analysis: 1) PDR was highly valued for providing protected time; 2) meetings with mentors were particularly influential to career development and emerging identity; 3) reflecting on strengths, skills, and/or reconnecting with interests most contributed to ongoing PIF; 4) back-up call was the biggest barrier to full participation; 5) unstructured time for personal development provided the strongest sense of rejuvenation.

Conclusions

A dedicated rotation for professional development that encompassed personal development approaches was highly valued during residency and influenced career planning, mentorship connections, sense of personal renewal, and PIF.