Given the huge expansion in medical knowledge it is both practical and expedient to make better use of students' time with aids for effective learning, rather than by increasing the length of time it takes to earn a medical degree. Embracing a 'flipped classroom' approach is a way to free-up classroom time to promote active learning through opportunities such as case-based and team-based exercises.

Aims Our children's hospital encompasses several acute clinical areas. These include paediatric medical and surgical inpatient wards (including the children's high dependency ward), the children's emergency department and the neonatal intensive care unit. Collectively these are busy and challenging environments where the provision of care is increasingly complex. These provide opportunities for errors to occur making unintended consequences to harm more likely. The Francis report published in February 2013 highlighted the need for openness and transparency in regards to patient safety. We reviewed clinical incidents reported within all acute clinical paediatric areas in order to characterise commonly recurring themes. Method Clinical incident forms from all acute paediatric clinical areas from 1 September 2012 until 31 August 2014 were retrospectively reviewed. Incidents were assessed for the degree of actual harm caused to patients. They were subsequently categorised according to the National Reporting and Learning System incident types for each clinical area. Medications incidents were further sub-classified by type. Results 872 incident forms involving all acute paediatric clinical areas were submitted over a 24 month period. 67% of all clinical incidents were reported as having insignificant harm to patients and only 2% as catastrophic. The types of incidents reported are shown in Figure 1. Medication errors accounted for a significant percentage of reported incidents within each clinical area (19% children's emergency department; 30% children's wards; 26% neonatal intensive care unit). Other commonly reported incidents were infrastructure problems and patient Abstract G325(P) Figure 1 Percentage of reported incident types Abstract G325(P) Figure 2 Percentage of medication incidents by specified types

Glycopeptides have been crucial in the fight against Gram-positive pathogens with their use within paediatrics becoming ever prevalent. This article reviews the pharmacology of the commonly used glycopeptides, vancomycin and teicoplanin, and discusses the practical aspects of their use in the clinical setting.

AimsNumerous studies have highlighted trainee dissatisfaction with workplace-based assessments (WPBAs), describing them as little more than a “box-ticking” exercise. Indeed use of the word “assessment” promotes a summative, rather than formative, purpose.It is against this backdrop that in August 2013 changes were made to WPBAs, whose tools were largely renamed supervised learning events (SLEs), and their formative nature emphasised. This study examined whether this change in emphasis has resulted in changes in perceptions of SLEs amongst trainees.MethodsAll UK paediatric trainees were invited to complete an online survey [] via the Royal College of Paediatrics and Child Health electronic portfolio messaging system. The survey was open for eight weeks from 1 October to 30 November 2015. Reminder messages were sent at weeks three and six to improve response rates. Quantitative analyses of Likert scale ratings were performed using Microsoft® Office Excel 2003. Qualitative analyses of free text responses were performed using NVivo for Mac.Results465 trainees consented to take part in the survey. Incomplete survey submissions were excluded from the study leaving 274 trainee responses for analysis. Figures 1 and 2 illustrate the range of responses to various statements. 77% of trainees agreed that SLEs were of educational value whilst 86% found the opportunity for face-to-face discussion useful. However 77% of trainees disagreed with the statement that they were easy to organise and this is further emphasised in Table 1 which highlights several problems trainees have with SLEs in their current form. These include difficulties in performing them and that there are too many SLEs to undertake. Worryingly 49% of trainees believe that they are used to assess their performance such that 46% of trainees choose assessors who will provide favourable feedback.ConclusionsThe shift in emphasis from the summative to formative purpose of SLEs appears to have led to a more positive attitude towards them. However there are still a number of issues trainees have identified which require addressing if they are to become more accepted.Abstract G81 Figure 1Diverging stacked bar chart showing how strongly trainees felt about the SLE toolsAbstract G81 Figure 2Diverging stacked bar chart showing how strongly trainees felt about their assessorsAbstract G81 Table 1Themes and categories generated from the survey with exemplar comments