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1. interested in Paediatrics as a career was statistically signifi-
cantly higher than for those who were not interested (median
18.25 hours vs 1.75 hours, p<0.001). The median number of
total hours attended by those who had worked in paediatric
posts was also statistically significantly higher compared to
those who had not (median 24.25 hours vs 1 hour,
p<0.001).
Conclusion Although many doctors will care for children rou-
tinely during their careers, the Foundation doctors surveyed
received very little teaching on paediatric topics. This is nota-
ble, especially considering the large proportion who will go
on to care for children in their later careers. Foundation edu-
cators should incorporate more teaching in paediatrics to
ensure high-quality care for our children and young people in
future.
1294 EVALUATING PERSPECTIVES ON EARLY YEARS
PAEDIATRICS TEACHING IN MEDICAL SCHOOL
Kavyesh Vivek, Catharina Moenig. Imperial College London
10.1136/archdischild-2022-rcpch.650
Aims Paediatrics teaching at is usually reserved for the penulti-
mate year of the undergraduate course. Early education in var-
ious specialties is not only vital for a well-rounded student
but in an increasingly competitive environment it plays an
essential role in introduction to potential future careers. Sup-
port during placements and additional educational opportuni-
ties have been identified to boost recruitment into Paediatrics,
however, there has been little research into the impact of
teaching specifically directed at the early years of the under-
graduate course.1
This survey aims to establish whether there is demand for
Paediatrics education in the younger years.
The second aim of the survey was to determine the desired
format and content to inform future education series.
Methods Years 1-3 students at Imperial College London School
of Medicine were surveyed on a voluntary basis to gain
insight into perspectives of access to Paediatrics teaching in
pre-clinical and early clinical years. An anonymous question-
naire administered online via Qualtrics assessed both current
access and interest in additional teaching during early years.
Furthermore, it evaluated the format and content best suited
for a teaching programme.
Results The survey (n=31) established a clear lack of educa-
tion currently provided with merely 3% of students agreeing
that they receive sufficient Paediatrics teaching. Although
paediatric population exposure is limited, as seen in the 77%
indicating they are not exposed to the population a lot, it is
vital to note that 90% believe they would benefit from addi-
tional paediatrics teaching. The second aim of the survey was
to determine the desired format and content to inform a
future education series. Although their other medical school
teaching focuses on pathophysiology and basic sciences this
was not what they preferred when it came to paediatrics
teaching; clinical knowledge was perceived as extremely useful
by 52%, ranking highest amongst all three (Pathophysiology,
Clinical knowledge, and Communications skills). Additionally,
both clinical knowledge and communication skills ranked sig-
nificantly higher than pathophysiology (figure 1). There was
less consensus on format, however, with 29% voting for in-
person teaching, 25% for online only and 45% for either or
both in-person and online. However, it can be said that in a
world where online formats are the norm due to comfort and
public health risks, a significant portion voted away from an
online only format. It is well understood that online teaching
has its challenges, and this survey confirms that it is not the
preferred format of many students.
Abstract 1294 Figure 1
Conclusion This survey identified considerable interest in early
undergraduate Paediatrics speciality education focussed on clin-
ical knowledge and communications skills. We propose the
implementation of an education series to address the wants
identified in this project.
REFERENCE
1. Jacob H, Shanmugalingam S, Kingdon C. Recruitment and retention in paediatrics:
challenges, opportunities and practicalities. Archives of Disease in Childhood
2017;102:482-485.
1324 THE RESPIRATORY SURGE IN CHILDREN PROGRAMME-
A NATIONAL APPROACH TO CONNECT AND EDUCATE
THE WORKFORCE
1
Jennifer Broadbent, 2
Libby Thomas, 3
Francesca Wright. 1
Calderdale Royal Hospital; 2
Kings
College London; 3
East of England ODN
10.1136/archdischild-2022-rcpch.651
Aims The Respiratory Surge in Children Programme, led by
the London Transformation and Learning Collaborative
(LTLC) a Health Education England and NHS England and
Improvement initiative, aimed to prepare healthcare workers
for a predicted paediatric respiratory surge, specifically RSV,
during 2021/22. An innovate model that had previously been
successfully used during the Covid 19 pandemic was used to
approach this. This involved the creation of a national, online,
open access repository of resources. The aim was to collate
materials that differed in both length and style to ensure users
had access to a variety of resources to suit their needs.
Methods The programme pulled together the best of the exist-
ing resources from across the NHS. The content was organ-
ised into 6 main categories, including Recognition,
Management and Escalation of the Sick Child, Respiratory
Support (including CPAP and High flow/High Velocity ther-
apy) and Emergency Stabilisation and Transfer.
A team of multi-professional educators reviewed all content
and led the curation of the wide-ranging resources, mapping
them to a skills matrix whilst assessing them all for accessibil-
ity and relevance.
Abstracts
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2. Throughout the fast-paced project, the entire programme
was regularly reviewed by a multidisciplinary expert advisory
group. Working collaboratively and engaging with the group
enabled real time feedback which shaped the programme in
terms of both content and organisation/accessibility.
In order to reach a wide range of practitioners across the
spectrum of paediatric care, the team connected to various
national bodies and the programme was endorsed by the.
To aid the success and increase awareness of the pro-
gramme, the team engaged with the regional Operational
Delivery Networks who were pivotal in disseminating informa-
tion and updates. There was also a strong push via social
media to connect and engage users with the content.
Results The programme launched in June 2021, and as of
February 2022, 340 resources were categorised and uploaded
to the programme hub site. As the project grew and devel-
oped the team not only collated resources suited to any user,
but were also able to create categories for specific audiences
such as educators.
The programme has been accessed over 53,000 times by a
wide variety of staff, both geographically and organisationally
and has ensured the inclusion of a range of professional
groups including but not limited to; nurses, doctors, AHPs,
students and social care staff. Evaluations continue to demon-
strate high degrees of satisfaction, coupled with suggestions
for further development. 100% of those that completed the
evaluation (n=17) either agreed or strongly agreed that they
would recommend the programme to a colleague. Many
respondents have commented about the refreshing and inspir-
ing way the project has brought together paediatrics as a
whole.
Conclusion This project has worked at pace to create a valua-
ble resource, and has demonstrated the value of sharing
resources, skills and ideas. The flexible working environment,
strong leadership and innovative use of technology to connect
the remotely working team has been an inspiration, kept the
team motivated and energised to deliver the key aims and
ensure the success of the programme.
1326 DO TRAINEES VALUE REMOTE ACCESS RETURN TO
TRAINING COURSES?
Laura Wade, Fulya Mehta, Michelle Keane. Alder Hey Children’s Hospital NHS Foundation
Trust
10.1136/archdischild-2022-rcpch.652
Aims Health Education England has introduced a Supported
Return to Training (SuppoRRT) policy advocating additional
provision for returning trainees. Previously reported survey
results from educational supervisors and trainees has shown a
positive impact of the return to training policy. In particular
following implementation of the policy there was a reduction
in trainees feeling ‘unnecessarily exposed’ from 76% to 27%.1
As part of the support offered to trainees returning in
paediatrics the North-West deanery has been running dedicated
return to work courses at least twice a year since 2019. The
arrival of the COVID pandemic in 2020 meant the course
needed to be adapted, we present how the course changed
over this period and the impact this had on trainee experience
and feedback.
Methods Before the COVID-19 pandemic the return-to-work
courses were run entirely face-to-face (FtF) with attendees
allowed to bring infants. During national lockdown the course
was adapted and ran entirely remotely. Simulations took the
form of desktop sims with cases being discussed with the
whole group. As restrictions started to ease, we moved to a
hybrid model for the course allowing trainees to choose if
they wished to attend remotely or face to face. Feedback
from return to training courses over the last 3 years was ana-
lysed to identify trainees’ experiences of changes made to the
course in-line with COVID restrictions at the time.
Results Table 1 shows the numbers of those attending in per-
son or remotely for each course and the average feedback
scores. Overall attendance numbers remained high despite
restrictions with only a slight dip in the number attending the
last course. Attendees were asked to rate the course out of 5,
with 5 bring very helpful and 1 being not helpful at all.
Overall rating for the course had an average rating above 4
for all courses, with feedback for the simulation sessions aver-
aging above 4 for all. Table 2 gives a direct comparison of
feedback scores given by the face to face and remote attend-
ees. This shows that the average scores were similar between
the two groups with overall usefulness being rated 4.76 and
4.55 out of 5 respectively.
Abstract 1326 Table 1 Average feedback scores for each of the
return to training courses
Abstract 1326 Table 2 Comparison of feedback scores for face-
to-face attendences compared to virtual attendees across all 6
courses
Conclusion The arrival of the COVID-19 pandemic meant sig-
nificant changes in the way medical education is being deliv-
ered. The move to remote education sessions has results in
similar feedback scores when compared with face-to-face
teaching sessions. Trainees welcomed the option of attending
virtually alongside those attending face-to-face and feedback
scores have shown that the course continues to be valued by
trainees whichever way they attend.
REFERENCE
1. Keane M, Ogden S, Wade L, et al. G402(P) A review of our local experiences
with the supportt return to training policy: is it working in practice? Archives of
Disease in Childhood 2020;105:A144-A145.
Abstracts
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2023
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first
published
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17
August
2022.
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