PP27 Table 1Table shows comparison in feedback received between the pre-pandemic classroom teachings with the during-pandemic virtual teaching Pre-COVID classroom teaching March 2019 → April 2020 During COVID: Virtual teaching April 2020 → July 2020 Total responses 107 71 Presentation quality mean (out of 5) 4 60 4 43 Relevance mean (out of 5) 4 62 4 66 Supervisor knowledge mean (out of 5) 4 81 4 67 Supervisor coverage mean (out of 5) 4 484 49 Effectiveness of the virtual teaching tool - 4 49 Discussion and ConclusionThe COVID-19 pandemic has lead to dramatic changes to junior doctors’ work This included: changes in rota, increased workload and the cancelation of classroom teaching This forced a change in the which teaching had to be delivered Results showed the quality and relevance of both the presentation and supervisor to be similar between classroom and virtual teaching However, the virtual platform has the added benefit of enabling the teaching audience to be expanded We can target doctors who are rota’d off, medical students, interim foundation doctors and also other junior doctors from non-surgical placements In addition teaching could be recorded and viewed at a later, more convenient time Teaching remains vital for the development of junior doctors and this study showed the near-peer virtual platform an effective alternative to face-to-face from the perspective of trainees
PP27 The virtual near-peer teaching programme successes are comparable with traditional classroom teaching;a junior doctor perspective