# A programme of faculty development in medical education for junior doctors: The start of a journey to clinical educator

## TL;DR

This paper describes a pilot program to train junior doctors in medical education, aiming to improve their teaching skills and confidence.

## Contribution

The paper introduces a novel faculty development program tailored for junior doctors to enhance their roles as clinical educators.

## Key findings

- Junior doctors frequently engage in bedside teaching but often lack satisfaction with their teaching.
- Reflection and peer review provided valuable insights for program improvement.
- The program demonstrated feasibility in developing junior doctors as future clinical educators.

## Abstract

Interest in medical education for early career doctors is on the rise, but medical education training is insufficient. Medical education faculty development programmes for Junior/Foundation year doctors (JDs) are needed.

A group of clinical educators designed a development programme and interested Junior doctors were recruited to a pilot. A pre-programme questionnaire established teaching practices and needs of JDs. It had two parts. First included a full day of hands-on workshop, imparting educational principles, teaching skills, developing a lesson plan and practicing structured feedback. The second part invited them to deliver faculty observed skills sessions to medical students, with feedback. Faculty reflection and peer review informed evaluation of the course.

Twelve JDs were recruited, with nine attending (75% retention). Eight completed pre-course questionnaire (89%, n=8/9). This showed frequent bedside teaching (87%, n=7/8), confidence (75%, n=6/8) but ‘not often’ satisfaction with their teaching (75%, n=6/8). JDs’ engagement with post-course evaluation was low (25%). Faculty reflection was a positive approach and generated ideas for improvement.

JDs had high levels of engagement with students, but confidence did not translate into satisfaction, with knowledge and skills gaps. Reflection and peer review provided good insights into the programme and its need. Such programmes are feasible to continue faculty development of JDs, who regularly teach medical students on the wards and can provide clinical educationalist of tomorrow.