Original Publication
Open Access

A Model for a Structured Clinical Development Program for First-Year Residents: Utilizing the Entrance OSCE, Individualized Learning Plans (ILPs), and Peer Clinical Coaching

Published: May 11, 2015 | 10.15766/mep_2374-8265.10084

Included in this publication:

  • Clinical Coaching Workshop Format.docx
  • Coaching Session Progress Form.docx
  • Entrance OSCE Faculty Evaluation.docx
  • Entrance OSCE Self.docx
  • Exit Questionnaire for Interns.docx
  • Exit Questionnaire for Peer Coaches.docx
  • Individualized Learning Plan (ILP) Worksheet Template.docx
  • Individualized Learning Plan Handout.docx
  • Instructor's Guide.docx
  • Peer Coaching Project for Peer Coaches PowerPoint.pptx
  • Resident Entrance Assessment Bad News.doc
  • Resident Entrance Assessment Pelvic Exam.doc
  • Resident Entrance Assessment SOB.doc

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


Introduction: Identification of incoming residents’ unique strengths and weaknesses in a clinical setting is important for developing an individualized educational curriculum and addressing specific needs. This resource presents and describes materials for a clinical development program for first-year residents. Methods: The program is structured around three educational elements: an entrance objective structured clinical examination (OSCE), an individualized learning plan (ILP), and peer clinical coaching. The included files that describe these three elements serve as a resource for residency directors and/or graduate medical education faculty interested in constructing a similar program. In the program, first-year OB-GYN residents participated in an entrance OSCE as a component of their orientation to residency. Their performance was evaluated through faculty and self-assessment tools and scored on a 9-point scale in accordance with the Accreditation Council for Graduate Medical Education’s core competency scoring evaluation system. These evaluations were utilized in the creation of ILPs. Stated goals were translated into discrete learning objectives and then developed further through a learning strategy and time line using the SMART model. As a component of a research study, first-year residents were randomized into one of two groups: clinical coaching group or individual implementation group. Senior resident volunteers served as peer clinical coaches after participating in a 2-hour interactive workshop. The peer clinical coaches met with first-year residents on a monthly basis for 4 months to develop the resident’s ILP. Exit questionnaires were completed at the conclusion of the yearlong program. Results: Residents in both groups felt very positive about developing their ILPs, emphasizing that the program helped to map out their goals in preparation for midyear reviews.  First-year residents in the clinical coaching group reported that the intervention improved their clinical experience. First-year residents who implemented the ILP alone indicated that their clinical experience was somewhat worse. Discussion: The OSCE is a well-utilized tool for ensuring direct observation, evaluating clinical performance in a simulated environment, and providing timely feedback. Another potential application of the OSCE is to provide a baseline evaluation of clinical performance that may be used in determining a starting point for clinical competencies. Utilizing the feedback from the OSCE to create an ILP can translate valuable feedback into measurable objectives and competencies, while also providing a model for reassessment and follow-up.

Educational Objectives

By utilizing this resource, educators will be able to:

  1. Create an objective structured clinical examination (OSCE) to assess baseline intern clinical performance.
  2. Create assessment tools for the OSCE to be utilized by faculty for evaluation and by residents for self-assessment.
  3. Develop a faculty/resident mentoring program that utilizes the OSCE evaluations to create an individualized learning plan with specific, achievable objectives/competencies.
  4. Develop a curriculum to train senior residents to be peer clinical coaches.
  5. Implement a resident peer coaching strategy to improve resident clinical experience and/or performance.
  6. Evaluate the peer coaching program with coach and resident surveys.

Author Information

  • Jill Krapf, MD: George Washington University School of Medicine and Health Sciences
  • Sameer Aggarwal: George Washington University School of Medicine and Health Sciences
  • Benjamin Blatt: George Washington University School of Medicine and Health Sciences
  • Larrie Greenberg: George Washington University School of Medicine and Health Sciences

None to report.

None to report.


Krapf J, Aggarwal S, Blatt B, Greenberg L. A model for a structured clinical development program for first-year residents: utilizing the entrance OSCE, individualized learning plans (ILPS), and peer clinical coaching. MedEdPORTAL. 2015;11:10084. https://doi.org/10.15766/mep_2374-8265.10084