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Thorax ; 76(SUPPL 1):A85, 2021.
Article in English | EMBASE | ID: covidwho-1194266


Introduction The Covid-19 pandemic has led to major disruption to junior doctor training. Workload pressures and social distancing requirements have stalled rotations, changed working patterns and cancelled teaching. The use of digital technology such as mobile learning, video conferencing and social media has thus been accelerated. Digital technology offers a flexible, interactive means of learning and facilitates interaction with peers and tutors allowing sharing of resources. Our aim was to use digital technology to find an innovative way of enhancing learning for junior doctors at Nottingham University Hospitals and Sherwood Forest Hospitals. Ultimately, this would improve patient safety by increasing the confidence of junior doctors in managing patients with respiratory problems. Methods We developed an innovative regional teaching programme for junior doctors working in a tertiary centre and district general hospital. We designed, moderated and ran four sessions utilising problem-based learning techniques to cover pneumonia, pleural effusions, non-invasive ventilation (NIV) and lung cancer on the interactive, social networking platform, WhatsApp. We posted material daily to trigger discussion and supplemented each topic with a weekly lecture via Microsoft Teams. Pre- A nd post-course questionnaires, using a 5-point Likert scale, were completed and results analysed using a Wilcoxon signed-rank test. Results 110 junior doctors participated of which 71 responded to the survey. 64% were foundation trainees, 17% internal medicine trainees and the remainder included clinical fellows and GP trainees. 60% had never worked in a Respiratory department. Feedback was universally positive and survey responses demonstrated statistically significant improvements in knowledge and confidence in managing respiratory problems such as pleural effusions and NIV (Table 1). Conclusion Despite the challenges posed by the Covid-19 pandemic, our innovative programme allowed a collaborative and interactive approach to learning. It encouraged learners to contribute content and resources as well as reflect on practice. Although digital learning is not a substitute for the real workplace experience junior doctors require with patients, it is sustainable and facilitates knowledge acquisition and participation. Given the uncertainty regarding how long this situation will persist, our programme presents a reproducible method to facilitate future teaching as well as trainee induction to new specialities.