6529 Standardising and enhancing the neonatal procedural skills using an online learning platform

Objectives With changes in the neonatal training programme related to Progress+ curriculum, decreasing number of tertiary neonatal training placements associated with reconfiguration of neonatal units, and other factors related to patient management,1 opportunities to develop practical neonatal procedural skills are limited. This leads to a lack of confidence, inconsistency, and variability in how the neonatal procedures are performed on high-risk vulnerable patients. Neonatal procedures like central line insertions are directly related to sepsis2 highlighting a need for standardisation and repeated enforcement. The learning of procedural skills includes, 'see one', 'do one' and 'teach one', although opportunity for whole cycle experience is limited. Hence a crossroad- how to train learners in a highly technical skill, when procedures are simultaneously increasingly rare and highly sought after? We aimed to create interactive learning modules using an online platform that allows easy access for familiarisation and standardisation. Methods We describe development of these online modules and learners' experience pre and post use of these modules. The learning modules included both frequent and infrequent procedures including intubation, difficult airway management, less invasive surfactant administration, insertion of central lines including long line, umbilical catheterisation, chest drains and peripheral arterial line insertion. The modules were made available through trust online platform to all the trainees at the induction. A learner's survey was done at pre-module access stage when commencing tertiary neonatal placement. This assessed training level, procedural experience and confidence levels in performing common neonatal procedures using a five-point Likert scale. A learner's survey post-module access was then performed. Results The survey prior to access of learning module highlighted limited experience and confidence in performing these skills even by higher level learners. Trainees highlighted a need for audio-visual companion alongside the unit guidelines. Trainee survey after learning module access highlighted good uptake and repeated visits to the learning modules by all level of trainees. Trainees gave positive feedback regarding easy accessibility, length of module and utility of having these aids for review just prior to commencing the procedures. The level of confidence in performing these procedures also showed improvement. Conclusion Use of easily accessible learning platforms for practical skills can maintain a structured and consistent experience for trainees to scaffold their learning. Experienced staff also benefits from a refresher with positive effect on confidence and maintaining standardisation. This novel learning technique helps reinforce practice and bridges self- directed learning and simulation/real-life scenarios. References Marrs LK, Zenge JP, Barry JS, Wright CJ. Achieving Procedural Competency during Neonatal Fellowship Training: Can Trainees Teach Us How to Teach? Neonatology, 2019. Ohlin A, Björkman Hjalmarsson L. In neonatal sepsis every catheter matters. Pediatr Res, 2021.