# Enabling and inhibiting doctors transitions: introducing the social identity resource and belonginess model (SIRB)

## TL;DR

This study explores how social resources and a sense of belonging help junior doctors transition into medical training and the healthcare community.

## Contribution

The study introduces the Social Identity Resource and Belongingness (SIRB) model to explain how social networks affect junior doctors' transitions.

## Key findings

- Accessible identity resources support junior doctors' integration and professional identity.
- Inaccessible identity resources lead to a lack of belonging and uncertainty about career intentions.
- The SIRB model can guide medical educators and supervisors in supporting healthcare staff transitions.

## Abstract

The transition into postgraduate medical training is complex, requiring an integration into the workplace, adjustment to new identities, and understanding of the social and organisational structure of healthcare. Studies suggest that social resources, including a sense of belonging, inclusivity from social groups, and having strong social identities can facilitate positive transitions. However, little is known about the role these resources play in junior doctors’ transitions into the healthcare community. This study aimed to explore the implications of having access to social resources for junior doctors. This study undertook secondary analysis from a longitudinal qualitative study which followed 19 junior doctors (residents within two years of qualification) for nine months. Data were thematically analysed using an abductive approach, with the social identity resource and belongingness (SIRB) model as a conceptual lens to explore how social networks of support act as identity resources (IRs) for junior doctors as they experience transitions. The doctors narrated that having accessible IRs in the form of supportive workplace relationships enabled an integration and a sense of belonging into healthcare practice, supported the construction of new professional identities, and strengthened career intentions. Those with inaccessible IRs (i.e. poor workplace relationships) expressed a lack of belonging, and casted doubt on their identity as a doctor and their career intentions. Our study indicates that SIRB model would be beneficial for medical educators, supervisors, and managers to help them understand the importance and implications of having IRs within the workplace environment and the consequences of their accessibility for healthcare staff experiencing transitions.