Background This project sought to improve paediatric trainees’ confidence and leadership skills just before becoming core paediatric/neonatal registrars. This is notoriously a difficulty transition point in the paediatric training pathway and presents potential risk to patient safety.

Assessment of issue and analysis of its causes

Data about trainees’ confidence and leadership capabilities at this transition point was collected via an electronic survey from prospective and previous registrars. The responses highlighted concerns about 1) knowledge in certain aspects of neonatal medicine and 2) leadership confidence at this crucial transition period.

Intervention In response to the feedback, a study day was carefully designed to address the critical learning needs. Each lecture/workshop was led by a different specialist consultant, senior paediatric trainee or advanced nurse practitioner. The sessions were interactive and included case-based discussions and situation judgement scenarios. Different leadership styles were explored throughout the day.

Measurement of improvement To assess the impact of the educational material delivered on the course, detailed feedback was collected in real-time from attendees (n=60), throughout the course. Confidence before and after each session was assessed (on a scale of 1 to 4); confidence increased by an average of 1 point in every lecture delivered. 94% of attendees felt that the talks would help to improve their clinical practice and leadership skills as new paediatric registrars. Overall, 100% of attendees rated the study day a ‘1’ (out of 4) in terms of usefulness (where 1 = extremely useful and 4 = not useful).

Lessons learnt Careful planning and briefing of speakers enabled an effective study day to be delivered for prospective new registrars, increasing confidence in various aspects of their training at the crucial transition point between being an SHO and becoming a registrar.