1244 Bridging the Gap: Enhancing Wound Management and Burn Skills in Junior Doctors

Abstract Aim This study aimed to improve Foundation Year 1 (FY1) doctors' understanding and confidence in wound and burn management through incorporation of wound and burn management teaching into the Thames Valley Deanery Foundation Training teaching curriculum. Method We employed a comprehensive pedagogical approach, integrating both theoretical knowledge and practical application. Initial assessment was conducted via a structured questionnaire, assessing participants' objective knowledge and perceived confidence in managing wounds and burns. The questionnaire was completed by 16 out of 46 and 10 out of 46 participating FY1 doctors pre- and post-teaching, respectively. Results Our analysis revealed a 48% (p0.001) rise in self-reported confidence in managing burns, wounds, dressing choice, and knowledge of potential reconstructive options. A 13% rise in objectively assessed knowledge was noted, though did not reach statistical significance (p=0.6). Qualitative feedback indicated a gap in the medical curriculum, with doctors reporting that essential aspects of wound and burn management had not been adequately addressed during their prior medical training. Conclusions Our findings emphasise the benefit of continuous medical education to address knowledge gaps not met by traditional medical curricula. The incorporation of burns and wound management teaching into the curriculum increased the level of confidence but did not objectively assess knowledge. It may therefore be beneficial to incorporate such frequently encountered Plastic Surgery topics at an earlier stage in medical education. Further research should assess the impact of such teaching sessions on patient outcomes and the broader implications of delivering this specialised education.