3655 Empowering future leaders in geriatric medicine: a regional teaching day on service development and quality improvement

Abstract Introduction The 2022 Geriatrics Medicine curriculum mandates that trainees demonstrate competence in leadership and management (1). The NHS Long Term Plan and Clinical Leadership Framework emphasise the need to develop clinical leaders capable of driving service improvement across the system (2, 3). However, structured leadership and Quality Improvement (QI) training within higher specialty training remains limited, as demonstrated by recent national evidence (4–5). This one-day teaching programme aimed to provide targeted training aligned with curriculum and NHS priorities. Method A one-day teaching programme was delivered to Higher Specialty Trainees in Geriatric Medicine. The lecture-based curriculum included sessions on the Clinical Directors’ strategic vision, the role of QI within a hospital, case-based discussion on how to establish a new service and how to maintain and improve an existing service. Lectures were delivered by consultant geriatricians with management experience and introduced other leadership roles within the hospital system, including a QI Director, Consultant Therapists, and Clinical Programme Group (CPG) Transformation Programme Manager. Pre-course questionnaires assessed baseline understanding; post-course feedback evaluated perceived impact and confidence. Results Pre-course data indicated low confidence (demonstrated by self-rating confidence on a 5-point Likert scale) in key domains: understanding of clinical director role (12.5%), service development (12.5%), and departmental management structures (8.3%). Post-course responses demonstrated marked improvements in understanding: clinical director role (76.5%), service development (79.4%), and management structures (76.5%). All participants found the programme helpful and relevant (100%). Practical guidance for establishing a new service such as front-door frailty were particularly well-rated. Qualitative feedback highlighted the value of real-world examples and the insight provided by a range of hospital leaders. Conclusion This programme significantly improved trainees’ confidence in leadership and service development, addressing known gaps in current postgraduate training provision. By aligning with curriculum standards and NHS leadership goals, it offers a replicable model for embedding leadership development in geriatric medicine training. There is scope for a programme such as this to be rolled out to higher specialty trainees in geriatric medicine nationwide. References 1. Joint Royal Colleges of Physicians Training Board. Geriatric Medicine 2022 Curriculum. https://www.bgs.org.uk/sites/default/files/content/attachment/2022-02-28/Geriatric%20 Medicine%202,022%20curriculum%20FINAL_0.pdf 2. NHS England. NHS Long Term Plan. 2019. https://www.longtermplan.nhs.uk 3. NHS England. Clinical Leadership—A Framework for Action. 2021. https://www.england.nhs.uk/wp-content/uploads/2021/08/clinical-leadership-framework.pdf 4. Gale T, Grant L, Seal R. Clinical leadership: a framework for improving practice in surgery. NIHR Evidence, 2024, https://evidence.nihr.ac.uk/alert/how-to-improve-leadership-training-in-surgery. 5. Lewis G, Saunders K, Chui W. et al. Understanding barriers to leadership development in district hospitals: a mixed-methods study. BMJ 2024; https://pubmed.ncbi.nlm.nih.gov/38182412.