If not done with attention and care, the period of time when physicians transition to a new level of training can imperil patients, residency programs, healthcare systems, and individual clinicians. One of the biggest challenges for learners making training-level transitions is the need to adapt to new roles, responsibilities, and expectations. In the medical field, this often means taking on greater levels of autonomy, decision-making, and accountability. Medical professionals must also learn to navigate novel and complex systems, work with new colleagues, and communicate effectively with patients, families, and colleagues. Transitions can bring up feelings of uncertainty, anxiety, and self-doubt even for those trainees who had previously felt confident in their abilities. These feelings can be particularly acute and promote high-stakes consequences during the transition from undergraduate medical education (UME) to graduate medical education (GME, also referred to as “residency” or “internship”), as trainees move from being a student to being a physician in clinical practice settings, both in the hospital and clinical environment [1].