6128 Progressing forwards with progress+: how a peer support programme can help paediatric registrars

Objectives With the introduction of the RCPCH Progress+ Curriculum in August 2023, paediatric trainees now progress to registrar training a year earlier, at Speciality Trainee 3 (ST3) level. A registrar is the senior doctor training grade prior to consultant and is widely accepted as a challenging role.1 In our district general hospital, we recognised that there was no paediatric registrar-specific forum to discuss the unique challenges faced in this role. We therefore created a 'Registrar Peer Support' programme, enabling registrars to meet monthly and share experiences, aiming to improve registrar wellbeing and share learning. Strong professional peer support networks can be an effective burnout prevention strategy2 and it is recognised that peer support can alleviate negative impacts of challenging working conditions experienced by junior doctors.3 Methods An electronic survey was sent to paediatric registrars to assess their feelings towards a 'Registrar Peer Support' programme. The programme commenced in Summer 2023 with the introduction of monthly hybrid (in-person and virtual) registrar meetings to the departmental teaching rota. A repeat survey was sent in Autumn 2023 to gain feedback on the programme. Anonymised responses were analysed. Results 45% (5/11) of registrars working in the department completed the initial questionnaire. 100% of respondents felt discussing issues with other registrars would be helpful for learning/information sharing/understanding systems/finding answers to issues. Additionally, 80% of respondents fe lt meeting with other registrars would be beneficial to wellbeing at work and helpful to facilitate departmental change. Qualitative feedback suggested the programme was a 'great idea.' 46% (6/13) of registrars working in the department completed the follow-up survey. 100% reported 'Registrar Peer Support' to be beneficial to their wellbeing at work, helpful for learning/information sharing/understanding systems/finding answers to issues and helpful in facilitating de partmental change. Qualitative feedback themes were positive, noting sessions were helpful for registrar morale, enabled informal support (with wisdom from senior registrars) and gave reassurance that other registrars often experience similar issues. One respondent noted: 'Always helps to talk over challenges that are unique to working as a Paediatric registrar with others in the same boat!' Conclusion Overall, the 'Registrar Peer Support' programme was found to be beneficial for learning, wellbeing and facilitating departmental change. Feedback following programme initiation shows participants found the sessions highly valuable. The programme will remain embedded in departmental teaching. This is particularly important given the introduction of the RCPCH Progress+ Curriculum, whereby trainees become registrars at ST3. References Fisher J, Garside M, Brock P, et al. Being the 'Med Reg': An exploration of junior doctors' perceptions of the medical registrar role. Journal of the Royal College of Physicians of Edinburgh 2017 Mar. Prentice S, Elliott T, Dorstyn D, et al. A qualitative exploration of burnout prevention and reduction strategies for general practice registrars. Australian Journal of General Practice. 2022 Nov 1. Riley R, Kokab F, Buszewicz M, et al. Protective factors and sources of support in the workplace as experienced by UK foundation and junior doctors: a qualitative study. BMJ open 2021 Jun 1.