Key points are not available for this paper at this time.
Objectives As part of good medical practice, the UK GMC promote the importance of doctors maintaining and developing teaching skills to deliver safe and effective healthcare. 1 Doctors can reflect on their own clinical practice and evidence-based practice can be embedded within the culture of a department through the delivery of consistent and regular teaching sessions. 2 3 Within our department, satisfaction amongst junior doctors with local teaching was decreasing from 66. 28% in 2018 to 59. 74% in 2022. 4 Our existing departmental teaching was rarely being delivered. Our aim was to undertake a quality improvement project to increase the number of staff members attending our general paediatric departmental teaching. Methods Our departmental teaching consists of two sessions (Journal Club and Cased-Based Teaching) on a Thursday afternoon. The attendance number was recorded in addition to grade of staff and reason for teaching not delivered. Following initial baseline data gathering, 3 separate PDSA cycles were implemented (each 5 weeks in duration): PDSA Cycle 1: reminders sent on the day by WhatsApp® to the paediatric junior doctor group. PDSA Cycle 2: E-mail reminder sent with the virtual link. PDSA Cycle 3: individual reminder sent to the presenter. Results During our PDSA cycles, 86. 7% of teaching sessions were delivered (26 out of 30 teaching sessions) which was an improvement to the baseline data of 10% (1 out of 10 teaching sessions). The median attendees at baseline was 0 which improved to 9 attendees. During our third PDSA cycle we noted a broader representation of staff members with Medical Students and Paediatric Advanced Nurse Practitioners (PANP) attending for the first time. There was little difference in the number of attendees between Journal Club and Case-Based Teaching (mean of 7. 5 compared to 8. 5 respectively during the PDSA cycles). The reasons for sessions not being delivered included; medical changeover day and presenter being on study leave. At the end of PDSA Cycle 3, of those surveyed (n=6), 83% found departmental teaching organised, accessible and beneficial for their training. Conclusion Using simple communication measures such as regular message/E-mail reminders and virtual links for attendees and presenters, we improved the number and variety of attendees at our Thursday afternoon departmental teaching. Attendees found it beneficial for their training, accessible and organised. Future work will explore the introduction of bleep-free teaching, ensuring the project is sustainable and gathering more feedback on the quality and relevance of sessions. References General medical council. Developing teachers and trainers in undergraduate medical education. (2011). Accessed: Sep 21, 2023: https: //www. england. nhs. uk/revalidation/wp-content/uploads/sites/10/2015/04/developing-teachers-web. pdf. Lehane E, Leahy-Warren P, O'Riordan C, et al. Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine 2019;24: 103–108. Ubbink DT, Guyatt GH, Vermeulen H. Framework of policy recommendations for implementation of evidence-based practice: a systematic scoping review. BMJ Open 2013;3: e001881. General Medical Council. NTS Trainee Reports: Post specialty, by trust/board year on year comparison. General Medical Council. 2023 accessed 2023 Sep 20. Available from: https: //reports. gmc-uk. org/analytics/saw. dll? Dashboard&PortalPath=%2Fshared%2FNTSLTD%2Fₚortal%2FNTS&Page=TA%20Outliers%20By%20Post%20Specialties%20By%20Trust &P1=dashboard&Action=Navigate&ViewState=9dlo2j9d0p3eog1ioh04dadu7a&P16=NavRuleDefault&NavFromViewID=d%3Adashboard~p%3A1jcbv24b6u7fnhe4
Stuttaford et al. (Tue,) studied this question.