An evaluation of a disruptive innovation to prepare foundation doctors to practice safely and improve healthcare
The overall aim of this project is to conduct a case study analysis of an innovative junior doctor (Foundation Year 1, or F1) induction program and on-going experiences of Junior Doctors throughout the F1 phase. The induction programme is considered innovative as it attempts to rectify the inadequate attention currently afforded to the shaping of student/junior doctors’ skills, attitudes, and behaviours which permit them to function safely and as leaders in improving the delivery of healthcare.
A mixed methods approach will be undertaken consisting of data collected using a range of qualitative and routinely/opportunistically collected data. As a result of this study clinicians, managers, educators and researchers will be able to better understand the F1 learning process, modify it and achieve more effective learning environments which, ultimately, improve patient care. Additionally, more will be understood about the challenges and opportunities of designing and supporting learning activities which aim to instill a safety and quality improvement mindset in both junior doctors and the organization within which they practice.