Background Induction days are a rite of passage for all, but especially for the rotating trainee. A good induction serves many purposes: it teaches key knowledge (e.g. IT systems, safeguarding processes);sets job role expectations;ensures health and safety considerations are addressed;helps new staff feel supported and sets the tone for team relationships over the course of the job. Induction helps new staff assimilate rapidly into the team and reduces clinical risk. The case of Dr Bawa-Garba has highlighted to all, amongst other things, the necessity of a rigorous induction process. Our face to face consultant delivered induction package had been serially updated and appeared to fulfil these various needs;feedback was excellent and trainees felt confident starting clinical work. During the COVID-19 pandemic, however, social distancing requirements meant it became undeliverable in its current format. To address this a fully digitised induction programme was produced. Objectives To produce a self-delivering induction package that could be accessed remotely and asynchronously but that still offered an informal, personal, supportive introduction to the department. It would offer robust IT systems training, rota guidance, key safety and governance points and an 'as good as there' tour of the department to allow trainees to integrate rapidly, safely and confidently into the department. Methods A virtual induction was produced comprising an accessible documents folder, remote intranet access, video tutorials, video clips of staff members and a virtual induction tour. Adding active participation elements in the form of automatically marked quizzes ensured documented engagement with the process. The package was reviewed by junior trainees, nursing staff, clinical support workers and consultants prior to delivery. Anonymous qualitative survey questions including confidence ratings were used to obtain feedback, in addition to open text questions. Results 10 new trainees underwent the new induction process in two consecutive groups. Feedback was obtained from 9 individuals. All participants felt that the package prepared them well to start clinical work. The process was more efficient, taking only half a standard working day of trainee time, and an hour of consultant time (vs a full day for both) and there were positive thematic comments around accessibility and flexibility to use it as an ongoing reference whilst starting work that were unexpected benefits. Both comments and confidence ratings were superior to those from the previous face to face induction. Interestingly video introductions to the senior team were felt much more helpful than brief face to face meetings. Conclusions It is possible to produce a virtual induction package that not only provides new starters with the knowledge required to safely start work in a new clinical area, but also develops a sense of team spirit. Although labour intensive to produce initially, the induction package is self-delivering and therefore a significant long term benefit to a department with rotations upwards of 4 times a year. Moving forward the package will be made cross-disciplinary so that all new starters in the department receive a standardised high quality programme.
Welcome to the team;Going virtual