STR1DE: A Near-Peer Approach to FY1 Teaching

Area of Science:

• Medical Education
• Doctoral Training
• Healthcare Professional Development

Background:

• Foundation Year 1 (FY1) doctors require 30 hours of annual core teaching alongside clinical experience.
• Previous teaching methods were unpopular due to curriculum issues, attendance difficulties, and lecture overuse.
• The STR1DE program was developed to enhance FY1 satisfaction with their educational training.

Purpose of the Study:

• To evaluate the effectiveness and satisfaction levels of the STR1DE program for UK Foundation Year 1 doctors.
• To assess the impact of a novel teaching program on medical trainee engagement and learning.

Main Methods:

• STR1DE utilized six full-day sessions annually, repeated for smaller groups (~12 participants).
• Content was designed and delivered by trained near-peer teaching fellows, adapting the curriculum based on FY1 feedback.
• Interactive techniques, including simulation, were employed, prioritizing clinically relevant topics aligned with the Foundation Programme Curriculum.

Main Results:

• 168 FY1 doctors attended STR1DE over three years, with consistently high satisfaction ratings (mean >4.8/5).
• The full-day format was overwhelmingly preferred (99.3%).
• Qualitative feedback identified the full-day structure, near-peer faculty, and co-designed curriculum as key success factors.

Conclusions:

• The STR1DE program demonstrates that a full-day teaching format, led by near-peer educators, is highly valued by FY1 doctors.
• Learner involvement in curriculum development and fostering a collaborative learning environment are crucial for successful medical education programs.
• This model offers a scalable approach to improving postgraduate medical training satisfaction and effectiveness.