841 The psychological impact of Foundation Interim Year 1 Placements on Final Year UK Medical Students Transitioning to Foundation Year One During the COVID Era

Abstract

Introduction During the COVID pandemic, the 2019-2020 cohort of final year students were invited to participate in Foundation interim Year 1 placements (FiY1). FiY1 aimed to ease transition to Foundation Year 1 doctor (FY1). We assessed the psychological impact of FiY1 on final year medical students. Method A cross-sectional survey was distributed to final year medical students in the UK between June 4th and July 4th, 2020. The survey contained the following domains: participant demographics, rationale for FiY1 participation, a checklist of the key safety principles for FiY1s, the Hospital Anxiety and Depression Scale and the Perceived Stress scale-4. Results 107 final years responded to the survey. 72.0% (n = 77) of final year students surveyed were working as FiY1s. Final year students participating in FiY1 postings had reduced rates of anxiety (29.9% vs 43.4%, P = 0.186), depression (5.2% vs 20.0%, P = 0.018) and lower perceived stress levels (5.0 vs 7.2, P < 0.001). 19.5% (15/77) FiY1s reported working beyond their competency, 27.3% (22/77) felt unsupervised, but 94.8% (73/77) of FiY1s felt the post prepared them for FY1. Conclusions Students participating in FiY1 postings felt less stressed and depressed than those not participating in the scheme and the majority felt it was preparing them for FY1.

COVID-19 pandemic interim Foundation Year 1 post and confidence in core skills and competencies: a longitudinal survey

“… 7 32 The supportive environment may be why Durand-Hill et al, found that the FiY1 post led to graduates feeling less stressed and depressed. 33 Another approach to creating a supportive environment was used in Northern Ireland—termed the ‘compassionate leadership model’, where students were provided with a ‘buddy system’ and encouraged to highlight their educational needs for the FiY1 post. This approach helped students feel valued and supported.…”

“…This may be due to time spent with reduced exposure to the clinical setting, and increasing anxiety as they missed the benefits of this period of supported learning. 33 …”

“…A supportive environment is essential in negotiating this challenging transition and its associated stress, particularly as new doctors can be reluctant to seek help 7 32. The supportive environment may be why Durand-Hill et al, found that the FiY1 post led to graduates feeling less stressed and depressed 33. Another approach to creating a supportive environment was used in Northern Ireland—termed the ‘compassionate leadership model’, where students were provided with a ‘buddy system’ and encouraged to highlight their educational needs for the FiY1 post.…”

“…Over the 2-month period, the observed trends suggested non-FiY1s had decreased confidence in some outcomes. This may be due to time spent with reduced exposure to the clinical setting, and increasing anxiety as they missed the benefits of this period of supported learning 33…”