G208(P) A new regional level 3 teaching programme: reviewing success one year on. (25th October 2020)

• Record Type: Journal Article
• Authors: Morgan, I; Christie, A; McKie, A
• Is Part Of: Archives of disease in childhood. Volume 105(2020)Supplement 1
• Page Start: A74
• Page End: A75
• Publication Date: 2020-10-25
• Subjects: Children -- Diseases -- Periodicals; Infants -- Diseases -- Periodicals; 618.920005
• DOI: 10.1136/archdischild-2020-rcpch.176
• Languages: English
• ISSNs: 0003-9888

Abstract

Abstract : Introduction: The RCPCH Trainee Charter sets standards for postgraduate medical education, based on GMC guidance. Doctors in training should have protected time to attend high quality, relevant education and this should be audited. Before 2018, Regional Level 3 Paediatric teaching was delivered on a mainly ad hoc basis, with deficiencies reported in addressing curriculum competencies by recent GMC and NES (NHS Education for Scotland) surveys. Aim: To assess the success of a new regional Level 3 teaching programme in providing accessible, relevant teaching to trainees. Methods: A new committee of senior trainee volunteers, with a Consultant Supervisor, was set up. Themes from the RCPCH Progress Curriculum were identified, to be delivered monthly on a rolling annual basis. Focus groups of committee members organised and led each session. Attendance was taken, and attendance certificates were awarded after feedback form submission. After one year of implementation, trainees completed an online survey assessing their opinion of the new teaching programme. Members of the teaching committee filled in an additional survey relating to their role. Results: The average number of trainees attending per session was 19. Overall, attendance was 51% ST6, 29% ST7 and 20% ST8. Percentage of trainees present per session from total trainees at site (over 6 sites) ranged from 23% to 62% (Median 45%). 83% provided feedback. Each session score was above 4 (on a scale of 1–5) with a range of 4.06 to 4.92. 95% of trainees found the sessions accessible, and 76% enjoyed the face-to-face nature. 90% agreed or strongly agreed that the teaching was relevant to their stage of training. 56% of committee members were ST8, 33% ST7, and 11% ST6. 100% reported that they had a clear idea of session focus and 86% that it was easy to record attendance and feedback. Committee members felt well supported in 100% of cases. Formal feedback was provided to speakers in 100% of cases. Conclusions: The programme is well received by trainees, who find sessions accessible and useful. Volunteers find organising straightforward and well supported. Attendance, however, varies by site and grade. Our next steps are to evaluate future NES and GMC surveys, and facilitate improved attendance.