Article Text

0044 Paediatric Preparation Day: Smoothing The Transition
  1. Tracey Stephenson1,
  2. Davinder Singh1,
  3. Nicola Medd2,
  4. Sundeep Sandhu2,
  5. Laura Blakemore3,
  6. Victoria Davies3
  1. 1Hull and East Yorkshire NHS Trust, Hull, UK
  2. 2Sheffield Children’s NHS Foundation Trust, Sheffield, UK
  3. 3Leeds Teaching Hospitals NHS Trust, Leeds, UK

Abstract

Background Paediatrics can be inherently stressful for junior doctors, who may have limited Paediatric procedural and resuscitation training. The traditional ‘see one, do one, teach one’ medical approach is no longer acceptable. Technology enhanced learning is being advocated to improve healthcare quality, patient safety, outcome and experience. The Royal College of Paediatrics and Child Health (RCPCH) is developing a national strategy to integrate simulation-based learning into Paediatric training. Yorkshire and Humber School of Paediatrics delivers six simulation-based courses for Paediatric trainees. However, minimal opportunities exist for Foundation and GP trainees, who rotate through Paediatrics sharing equal responsibilties. We have developed a regional one-day pilot course for Foundation and GP trainees teaching core Paediatric procedural and resuscitation skills to enhance patient safety in Paediatric clinical environments.

Methods Core clinical skills were identified from the RCPCH curriculum; history taking, safeguarding, neonatal and paediatric life support, newborn examination, prescribing, cannulation, venesection and lumbar puncture. The course will be delivered by six Paediatric Simulation Fellows, at three simulation facilities across Yorkshire, using varied teaching approaches, including lectures, small group work and procedural task trainers. Courses scheduled up to six weeks in advance of trainee Paediatric rotations were advertised via the speciality eportfolio. Four courses catering for seventy six candidates are fully booked.

Course evaluation will be achieved qualitatively using Likert scales and quantitatively using knowledge based questionnaires, both employed pre and post-intervention.

Results Data will be analysed to identify the difference between candidate confidence and knowledge pre and post course. We will be looking for statistical significance using Chi squared test.

Potential impact This course should prepare Foundation and GP trainees for practical aspects of a Paediatrics post, facilitate smoother clinical transition and enhance patient safety. We aim to provide regular courses for all Foundation and GP trainees rotating into Paediatrics in Yorkshire.

References

  1. Aggarwal R, Mytton OT, Derbrew M, Hananel D, Heydenburg M, Issenbreg B, MacAulay C, Mancini ME, Morimoto T, Soper N, Ziv A, Reznick R. Training and simulation for patient safety. Qual Saf Health Care 2010; 19(Suppl 2):i34ei43

  2. Department of Health. A Framework for Technology Enhanced Learning. Available at: https://www.gov.uk/government/publications/a-framework-for-technology-enhanced-learning. Accessed April 6th 2014

  3. Royal College of Paediatrics and Child Health. RCPCH Simulation and TEL Strategy. Available at: http://www.rcpch.ac.uk/system/files/protected/page/RCPCH%20Simulation%20and%20TEL%20strategy.pdf. Accessed May 13th, 2014

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