Strengthening the trainee voice at the Medical Local Faculty Group

Abstract

Background: The medical local faculty group (LFG) is a unique and powerful opportunity for medical trainees to highlight both training and service issues to faculty. This has been shown to result in beneficial outcomes in trainee experience, well-being and progression.1However the process of gathering and delivering feedback, including presentation technique, is neither prescriptive nor always effective despite being pivotal to beneficial outcomes. 2 Aim: To maximise the impact of the trainee voice at the LFG by collating and presenting trainees’ feedback more constructively and effectively. Method: As year group representatives at Darent Valley Hospital (DVH) we trialled two different methods of collecting trainee feedback; an e-survey and a face to face ‘focus group’ session. This provided both quantitative and qualitative information and consequently allowed a systematic identification of issues, seeking clarification of points raised and proffering solutions.The collated feedback was then condensed into overarching themes with direct quotes from trainees relaying specific details, and then potential solutions to each theme were also proposed. [Figure 1] Results: This approach was overwhelmingly well-received by the LFG due to the ‘succinct but powerful’ delivery of feedback, and the practical ‘theme-based solutions’ proposed. Positive outcomes included immediate resolution of certain issues, i.e. clarification by senior consultants of trust policies which were not well understood, or faculty consensus on changes to pathways. It also initiated processes to address other areas of trainee issues, i.e. opening a professional narrative between relevant departments and trainees for further improvements.Having had such success at the LFG, we were invited present our process to other speciality training programme representatives. It became apparent that they had little awareness of the their potential to empower the trainee voice through maximising the feedback process, as opposed to following a set method of gathering and presenting.Our ‘problem and solution’ approach of giving feedback to the LFG has now been proposed as a blueprint for other speciality LFGs going forward and will be used to train the next cohort of representatives at DVH. [Figure 2] Conclusion: By amplifying the trainee voice effectively, we have noted real-time impactful results through our process of assembling and relaying feedback. We believe implementing this method would greatly benefit other training groups.By improving the working and training conditions for junior doctors, the outcome is not only a more supportive environment for trainees but ultimately safer and better patient care.