Improving diabetes and endocrinology specialty training with modest resources: the Health Education West Midlands model

Introduction: In the current pandemic, there is a significant disruption for medical training. It is essential that clinicians can access high-quality, targeted educational content to support their clinical working and training development. This content must be delivered on a background of increasing clinical pressures and budgetary restrictions.

Methods: Educational innovations and supplementary educational content (such as digitisation, simulation, curriculum mapping, trainee representative role definition, research and innovation training) were implemented. We measured the impact of these interventions on cost reductions and changes in trainees’ self-reported confidence levels to manage various clinical scenarios post-interventions.

Results: Using digital technologies reduced both costs and administrative burdens. Simulation-based learning helped improve trainees’ self-reported confidence levels.

Conclusion: Collaborative working across training programme directors, specialist training committee members, educational supervisors, trainee representatives and trainees themselves can develop high-quality educational programmes that support clinical exposure. We propose that elements of the model described here can be replicated across regions and different specialties to support the highest quality of education for UK trainees.