Educational Interventions to Prepare Undergraduate Students for Out‐of‐Hours Practice as a Newly Qualified Doctor in the United Kingdom: A Scoping Review
Educational interventions on OOH are well-received and enhance perceived preparedness. Current interventions often lack objective assessment and long-term evaluation. This review was limited to published sources and may not reflect all current practice. Nationally standardised, longitudinal curricula supported by robust evaluation strategies are needed to improve graduate preparedness for OOH practice.
Authors
- Rod Watts
- Nicola Brennan (ORCID: https://orcid.org/0000-0002-2165-0155)
- Erin Dawson
- Lorna Burns (ORCID: https://orcid.org/0000-0002-9525-952X)
- Molly Parkinson
- Alex Gordon (ORCID: https://orcid.org/0000-0003-1382-2129)
- Kamal El-Badawi
- Rohan Chiktara
Institutions
- Morriston Hospital (GB)
- East Kent Hospitals University NHS Foundation Trust (GB)
- Torbay and South Devon NHS Foundation Trust (GB)
- University of Plymouth (GB)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2025-12-17
- DOI
- https://doi.org/10.1111/tct.70299
- Citations
- 2
- Primary Topic
- Hospital Admissions and Outcomes
- Type
- article
- Field-Weighted Citation Impact
- 4.51