190 How to involve young people in junior doctor training: a toolkit

Abstract

<h3>Aims</h3> The North East has the highest rate of under 18 hospital admissions in England. With young people (YP) at the centre of the process, we therefore aim to create a reproducible platform to discuss junior doctor (JD) concerns about communicating with young people. This would include general principles, how to approach confidentiality and more specific subjects e.g. gender dysphoria, sexuality, chronic fatigue. We introduce the idea that JD and YP perspectives differ and aim to meet paediatric ILOs around Adolescent Health. <h3>Methods</h3> 2x 3hr sessions have been delivered in the North East deanery, one to ST1-ST3 paediatric trainees in 2020 and one to ST4-ST6 in 2021. Mini-lectures covered topics such as HEEADSSS. Demo-role play showing ‘good’ vs ‘bad’ JD vs YP interaction was used as an ice-breaker. Zoom break out rooms entirely led by YP were then used for role play with scenarios co-produced by YP, YP as actors and JDs in their usual roles (figure 1). Further technology was used to facilitate discussion e.g. Slido (figure 2) and Jamboard (figure 3). Constructive feedback was given to each JD following role play and then collected from involved individuals after the session. <h3>Results</h3> N=54 JDs over the 2 sessions. Feedback was excellent (figure 4). 100% of YP felt that they were listened to and 100% of JDs found the session useful. ‘I always enjoy talking to YP and the time limits in an acute setting can often be frustrating. Practicing in role-play (while stressful), is great - always impressed at YPs confidence and eloquence. Thanks so much! Jamboard - great easy tech btw!’ 96% of JDs felt more confident following the role play. The 1 who felt less confident stated ‘… an excellent session…It has highlighted some areas for me I’d like to work on so when I say I feel I’m less confident it’s actually a reflection of the quality of the session and has exposed that I need more practice in this area which will only happen with increasing experience.’ <h3>Conclusion</h3> Success is attributable to having YP at the centre of the production; ensuring the authentic voice of YP being broadcast. Comprehensive session planning and technology was paramount. We acknowledge that video interviewing is becoming a required skill for doctors and that our sessions help JDs to acquire these skills e.g. leaving enough time for a response may mean lengthy pauses. To make online sessions enjoyable, YPAGne know we need icebreakers, strict schedules, short activities, webcams on and small groups plus: • Allocation of roles e.g. zoom/jamboard manager, actor, observer, time-keeper, feedback-er etc • Explanatory document with ground rules, acknowledging safe space and explaining technology • Live technical issues group on WhatsApp for facilitators on the day • Consent to zoom recordings and register • Debrief, feedback and attendance certificates