6237 Updating paediatric doctors about recent topics and events through simulation (UPDATES) – a course to update paediatric trainees whilst out of programme

Objectives Doctors take time out of training (TOOT) for many reasons.1 Being away from clinical practice and subsequently returning to work has been demonstrated to be stressful and associated with decreased confidence and burnout.2 Providing education prior to return to work has been demonstrated to improve confidence in returning trainees.3 Discussion with paediatric trainees on maternity leave in the West Midlands suggested there was an appetite for an accessible education programme which could be used as a 'keep in touch' day. Methods We created a course to update paediatric doctors about recent changes in practice. The course was designed with delegates in mind and deliberately facilitated flexibility so that candidates with caring responsibilities could still access the course. The morning session was a package of self-directed learning using resources distributed to candidates in advance, to increase flexibility and minimise need for direct faculty involvement. The afternoon session was hosted virtually via MS Teams. There were five educational events hosted over a 3-hour period: an icebreaker session in the first 2 courses, substituted for a case presentation in subsequent events; a review of a recently published guideline; reflective discussion about a media article relevant to paediatrics; a simulated communication scenario with debrief, and a journal club discussion. Topics were selected based on recent changes in clinical practice and current media articles. Results We hosted three courses as a pilot, with a total of 13 candidates attending. Post course questionnaires were completed by all candidates using a mixture of 5-point Likert scales and free text answers. Weighted averages for the clinical sessions all scored between 4.6–5 out of 5 on Likert scales. Free text responses were positive, with key themes including the opportunity for peer support, useful clinical updates, and supportive learning atmosphere. Candidates valued the pre-course packs and having the opportunity to prepare for the course flexibly in advance. All appreciated the course being virtual, with 54% reporting they would not have been able to attend if the course was face-to-face. Conclusion The pilot has shown that there is a desire for education amongst trainees who are away from practice. To maximise accessibility, delivering virtual teaching with a self- directed element is appropriate and appreciated. Using a mixed modality of delivery including simulation has been effective and well-received. This course format can be adapted and used for any sub-speciality to provide updates to colleagues taking time away from work. References Agius SJ, Tack G, Murphy P, Holmes S, Hayden J. Why do medical trainees take time out of their specialty training programmes? Br J Hosp Med. 2014;75:584–589. Health Education England. Supported Return To Training. https://www.hee.nhs.uk/sites/default/files/documents/Supported%20Return%20to%20Training.pdf Accessed on 19/4/23. Blackmore, Christopher, et al. 'Effects of Postgraduate Medical Education 'Boot Camps' on Clinical Skills, Knowledge, and Confidence: A Meta-Analysis', Journal ofGraduate Medical Education 2014;6(4):643–652.