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LINKED CONTENTThis article is linked to Chaudhary et al and Chaudhary & Stanley papers. To view these articles, visit https://doi.org/10.1111/apt.16170 and https://doi.org/10.1111/apt.16368

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to be insignificant and this has continued to be the case with adequate delivery of research project timelines and adequate annual progression reports from the academic supervisor. The education fellow post has been extremely well received. Feedback from 92 students (47%, 40% and 13% in yrs 2, 3 and 4 respectively) reported that 91.3% graded induction as high quality, 90% felt frequency of teaching was adequate, 98% were able to attend all or most of the supervised teaching sessions organised, 98.9% felt teaching sessions were good or excellent and most importantly 90.2% of students rated our placement !8/10. The fellow and the team have received a letter of commendation from the University. The OOPR trainee has applied for an additional qualification of Fellow of the Higher Education Authority thereby facilitating future roles in medical and gastroenterology education and in improving the trainee's CV. Conclusions One day a week education fellow roles within OOPR are viable and offer a significant opportunity to reduce the negative financial impact of taking time out from training whilst significantly improving gastroenterology undergraduate training programs in hospital and offering an opportunity to achieve additional training qualifications. We hope this will serve to attract high quality trainees to the higher specialist gastroenterology training programs by laying an attractive gastroenterology foundation in undergraduate years and high quality trainees to OOPR placements.