ABSTRACT Background UK Foundation Year 1 doctors (FY1s) undergo 30 h of core teaching annually to supplement clinical experiential learning. Previous weekly hour‐long teaching at our institution was unpopular due to curriculum issues, difficulty in attending and focusing on teaching, and an overuse of lectures. This prompted the development of STR1DE—Simulation, Teaching and Reflection for FY1 Development and Education—which aimed to improve FY1s' satisfaction with a new teaching programme. Approach STR1DE comprises six full‐day sessions per year, each repeated six times (~12 participants per day). Competitively appointed and specifically trained near‐peer teaching fellows design and deliver content. The curriculum is adapted in response to FY1s' feedback. Interactive educational techniques, including simulation, are used. Clinically relevant topics are prioritised while integrating core requirements from the Foundation Programme Curriculum. Evaluation STR1DE was attended by 168 FY1s over 3 years. Anonymised feedback forms were completed after each session. Quantitative data consistently showed high satisfaction (mean rating > 4.8/5 per session). The full‐day format was preferred by 99.3% ( N = 149). Qualitative feedback was collected via open‐ended questions on the days' strengths and weaknesses. Thematic analysis showed that (1) the full‐day approach, (2) the near‐peer faculty and (3) the relevant and co‐designed curriculum were key drivers of the positive quantitative feedback. Implications STR1DE demonstrates that a full‐day teaching programme, designed and delivered by near‐peer teaching fellows, can be highly valued. Stakeholder engagement, learner involvement in curriculum development and creating a positive, collaborative learning culture are vital.
Gleeson-Buddhdev et al. (Thu,) studied this question.
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