Assessing the preparedness of foundation year 1 (FY1) doctors during the transition from medical school to the foundation training programme

Michaelides, Athena; Mahr, Melina; Pydisetty, Gaurav; Loyala, Jerocin Vishani

doi:10.1186/s12909-020-01999-5

Cited by 6 publications

(5 citation statements)

References 20 publications

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“…Within the NHS, gaining intravenous access in patients is a fundamental task for newly qualified Foundation Year 1 (FY1) doctors. While FY1s often feel reasonably well-prepared to perform this skill [ 1 ], the success rate can be highly variable, even among experienced nurses experienced in venous cannulation [ 2 ]. Factors that make cannulation more difficult include previous overuse of veins, obesity, non-visible veins, a history of intravenous drug use, and peripheral vasoconstriction [ 3 , 4 ] - all factors commonly encountered in hospital inpatients.…”

Section: Introductionmentioning

confidence: 99%

Teaching Ultrasound-Guided Venous Cannulation to Newly Qualified Doctors

Gleeson,

Boal,

Sharp

et al. 2024

Cureus

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Background Venous cannulation is an essential task that allows the intravenous administration of fluids and medications. In the United Kingdom, this task is often performed by newly qualified Foundation Year 1 (FY1) doctors; however, difficulties are commonly encountered. The usage of ultrasound increases the chance of successful cannulation, provided the operator has been trained. Some medical schools now include ultrasound in their undergraduate curricula, though this is far from universal. Methods Forty-eight FY1s received a one-hour teaching session on ultrasound-guided venous cannulation, delivered by near-peer Education Fellows. FY1s completed questionnaires immediately after the teaching session, and a follow-up questionnaire three months later. Findings 44.44% of FY1s felt “fairly” or “very” confident in ultrasound-guided venous cannulation at follow-up, compared to 6.66% before the session. Sixty-three attempts were made in the month before the follow-up survey, compared to six in the month prior to the teaching session. The success rate at follow-up was 60% (38/63), up from 50% (3/6) prior to the session. One third fewer cannulas were escalated to senior doctors (72 vs 48), although there was little change in escalations to anesthetists, from 15 vs 18. FY1s identified the lack of ultrasound machines on the wards as a barrier to using ultrasound-guided venous cannulation more often. Conclusion A short, near-peer teaching session can improve FY1s’ confidence, usage, and success rates in ultrasound-guided venous cannulation.

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Section: Introductionmentioning

confidence: 99%

Teaching Ultrasound-Guided Venous Cannulation to Newly Qualified Doctors

Gleeson,

Boal,

Sharp

et al. 2024

Cureus

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“…Embarking on the Foundation Programme is a challenge often met with apprehension, stress, and anxiety amongst medical students. 1 Over the last few decades, a rising number of reports consistently demonstrate that recent graduates feel underprepared for clinical practice. [2][3][4][5] Specific areas in which students feel underprepared include, but are not limited to: safe and legal prescribing, error management, working within a multidisciplinary team, and the management of acute medical emergencies.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Utility of a Near-Peer Situation-Based Course to Prepare Medical Students for the UK Foundation Programme: A Pilot Study

Dunin-Borkowska,

Cardoso Pinto,

et al. 2023

AMEP

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Background: Starting the Foundation Programme can be challenging for many medical graduates, as medical school alone may not adequately prepare them for complex tasks like managing comorbidities or emergencies. Growing evidence supports the role of transition interventions to meet this knowledge gap, however data on the utility of situation-based learning are limited. This pilot study aimed to assess the efficacy of a near-peer case-based course in improving knowledge and preparedness for foundation training in recent medical graduates. Methods: Recent Imperial College graduates who attended a "Junior Doctor on Call" course were eligible for inclusion. This transition intervention, designed and delivered by a Foundation Year 1 doctor, covered six patient cases that integrated high-yield clinical concepts and practical tips. An online questionnaire was distributed one week before and after the course to assess perceptions of knowledge, confidence, and preparedness for training. Participants were also invited to attend an online semi-structured after the course. Results: Out of 19 attendees, 17 (89.5% response rate) completed the pre-course questionnaire, 14 (73.7% response rate) completed the post-course questionnaire, and 3 completed the interview. 68.75% (n=11) had not previously attended a preparatory course for foundation training. Results demonstrated that 85.7% of participants felt more knowledgeable than before in the key topics covered. Participants also demonstrated an increase in self-rated confidence in commencing work as a junior doctor following the course, with 92.9% of participants stating that they felt more confident. Conclusion:This study offers support for short-term situation-based courses in enhancing medical students' knowledge and confidence for foundation training. These findings add to the growing evidence-base encouraging implementation of short-term courses in preparing for practice. However, further research on the utility of such transition interventions is critical to inform the development of evidence-based recommendations for recent medical graduates, educators, and programme directors.

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“…As medical students prepare themselves to meet the real demands of being a physician and face the challenges of transitioning to a new role as a resident, supervisors must provide the right kinds of learning and supportive environments to positively impact the interns during their transition [ 6 ]. Various improvements have been made over the years to make this transition as smooth as possible, including improved placement opportunities in the medical university, initiation of assistantships, and paid shadowing during induction [ 7 ]. Continuous mutual adaptation and preparation of the individual, as well as the preparation of the host environment and a strong support network, are necessary and can help maximise the opportunities that can be provided while minimising potential negative impacts [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Transition from undergraduates to residents: A SWOT analysis of the expectations and concerns of Japanese medical graduates during the COVID-19 pandemic

2022

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Introduction Interruptions in undergraduate clinical clerkship during the COVID-19 pandemic have reduced the confidence and preparedness of residents beginning their postgraduate training. We explore the thoughts of new residents about this transition and reflect on the support needed. Methods An exploratory qualitative case study was conducted with 51 residents. All had experienced interruptions in clinical training due to the pandemic and had just started their postgraduate training. Qualitative data were collected through 6 focus groups and 12 individual follow-up interviews. A thematic analysis was undertaken, and the data were categorised using a Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework. Results Graduates beginning their residency were aware of their professionalism and independence during the transition. They also faced the predicament of needing close supervision while their supervisors managed pandemic conditions. Residents emphasised the importance of developing relationships with colleagues and supervisors during the transition to residency and wanted direct observation and detailed feedback from their supervisors during procedures. Conclusions The experiences of residents were not uniformly negative. In fact, some had developed a positive mindset when entering the clinical field. Medical faculty members reflecting on interactions with new residents and planning future clinical internships could benefit from placing a high value on building relationships among residents, who may expect direct observation and detailed feedback from their supervisors.

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Assessing the preparedness of foundation year 1 (FY1) doctors during the transition from medical school to the foundation training programme

Cited by 6 publications

References 20 publications

Teaching Ultrasound-Guided Venous Cannulation to Newly Qualified Doctors

Teaching Ultrasound-Guided Venous Cannulation to Newly Qualified Doctors

Evaluating the Utility of a Near-Peer Situation-Based Course to Prepare Medical Students for the UK Foundation Programme: A Pilot Study

Transition from undergraduates to residents: A SWOT analysis of the expectations and concerns of Japanese medical graduates during the COVID-19 pandemic

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