Postgraduate learner perspectives on transforming learner handover to promote self-regulated learning

Abstract Background Many medical training models include discrete rotational blocks, which can be a barrier to the longitudinal assessment and coaching of learners. Learner handover is the sharing of information on a given learner’s progress between faculty supervisors and could aid in longitudinal feedback. Perspectives on learner handover by faculty supervisors and educational leaders vary. Learners’ perspectives on learner handover between faculty supervisors are lacking. This study aimed to obtain the perspectives of internal medicine postgraduate learners on learner handover practices and desired characteristics of formalized learner handover. Methods Postgraduate learners in a single internal medicine program at a single center in Canada were invited to participate. This qualitative study used dyadic/triadic interviews conducted in a virtual format to collect data. A clinician-educator outside of the training program facilitated the interviews. Two team members conducted iterative, inductive analysis to develop codes and themes using thematic analysis. The final themes were generated after a series of reflexive discussions with our purposefully assembled research team of faculty and learners with varied experience and perspectives within medical education. Results Seven of the 86 (8%) postgraduate learners chose to participate. Despite participating in learner handover, the learners did not identify the process as a known phenomenon. The identified benefits include longitudinal coaching, self-regulated learner development, and advanced knowledge of the strengths and weaknesses of the clinical teaching unit learners on rotation. The risks of biasing supervisors and learner anxiety were noted. To improve learner handover practices, learners suggest that learner handover should be learner-centric, have a minimal impact on the current assessment burden, standardized, and transparent. A model to implement learner handover that integrates these findings with the existing literature and promotes self-regulated learning is described. Conclusion Postgraduate learners have similar perspectives on learner handover as other groups in medical education. A model for learner handover that leverages existing learner handover activity into a process for developing a self-regulated learner is created from these findings and the literature. This can inform postgraduate training programs on how to formalize learner handover practices to benefit the learner’s development and provide targets for faculty development.