Improving knowledge and confidence in foundation doctors during specialty changeover

Abstract

Quality problem: Foundation year junior doctors rotate every 4 months into different specialties. They are often expected to manage patients with complex underlying conditions despite inadequate clinical induction. Initial assessment: No structured induction was offered to junior doctors rotating to hepato-pancreatico-biliary surgery, a complex and highly specialized discipline within general surgery. We hypothesized that junior doctors will be lacking in both knowledge and confidence when managing these patients. Choice of solution: Create a structured induction programme and evaluate its effectiveness in improving knowledge and confidence amongst doctors. Implementation: Plan Do Study Act methodology was used along with driver diagrams to map change. A learning resource was developed in the form of a booklet, which included relevant clinical information, processes for escalation and referral as well as guidance for managing acutely unwell patients. A structured 1-hour teaching programme was delivered to junior doctors alongside this. Pre- A nd post-session questionnaires and statistical analysis were used to determine effect. Evaluation: Marked improvements in both knowledge and confidence were seen. The intervention showed a statistically significant improvement. Lessons learned: Clinical induction resources can improve junior doctors' knowledge and confidence in managing their patients. Such induction is both valuable and necessary. Similar interventions can be used with allied health professionals and can involve the use of technology and virtual learning.