LAUSR

Final year students embroiled in assessments and a multitude of sign offs often fee ill-equipped, insufficiently exposed to the demands of working as a foundation doctor. A bridge to ease this steep transition in the name of student-led ward rounds were developed to foster not only non-technical skills in students, but to tap into higher order learning skills, evaluation and analysis in combination with group learning. From our own findings, 62% of students reported undergoing no specific teaching regarding ward rounds, and a multi-method prospective, cross-sectional study commissioned by GMC to assess how prepared medical graduates are to begin practice found primary concerns of students were that of skills acquired and practiced on the job, with data showing even students themselves failed to predict preparedness which materialized during foundation jobs.