Introduction: Since 2022, an annual inter-institutional multispecialty interest group retreat and coaching Virtual Translational Learning and Coaching (VTLC) program, currently funded by the AMA at Meharry Medical College, has been executed to improve recruitment and alleviate some of the root causes of an ineffectual transition to residency as well as factors impacting recruitment of medical students (MS) to competitive specialties. A survey was carried out to record participants’ perceptions, looking back after graduation or post-match GPM of the VTLC program.

Methods: A survey was given to students who completed the VTLC retreats in 2022 and 2023. Frequency analysis was performed on survey responses. R version 4.3.2 and SPSS version 29 were used to conduct all analyses.

Results: The retreat was sent to 98 participants from the previous retreats who were GPM or post-match from the medical school program. There was an overall 30% response rate. The perception of GPM was that the VTLC retreat should continue annually to benefit the upcoming medical students (86%); provided information from trusted or reliable source (72%); put an emphasis on growth instead of a fixed mindset (76%); increased awareness of external residency requirements (76%); and increased the awareness of the competitiveness of specialties (79%). GPM felt that the VTLC retreat, with respect to orphan status (lacking academic residencies at home institutions), provides some initial benefits that are otherwise not very easily accessible to students without an academic speciality residency program in their institution (72%); because of emphasis on personal goals (i.e. obtaining a residency position) made them more engaged with medical school activity (65%); helps with the alignment between the goals of UME(all student match) and GME (best students match) by increasing exposure to various specialties so that students can have more choices (63%); 62.5% of GPM reported they were still in touch with their mentor, 82.75% reported they received good career advice, 79.3% reported they were made aware of research opportunities, and 69% increased their individual goal-setting skills. For the GPM that attended brief large coaching classes, their perception was that the coaching class helped increase self-reflection (72%); increased individual goal setting skills (69%); improved self-assessment skills (65%); improved communication skills (65%); and increased self-directed learning skills (62%).

Conclusion: Overall perceptions were that the VTLC program was beneficial and had a positive effect on GPM participants in the medium term. Longer term studies are necessary to further evaluate this program.