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In 2020 as a department there was a transition to digital training packages and records of competence eliminating paper records. It became evident there was inconsistency in the different areas of the department in how training was provided and documented. The purpose of this project was to ensure a consistent digital framework for training and competence. With COVID came additional considerations and opportunities. It was important to have a form of training that could be done with minimal face to face interaction. While the main objectives were to have a consistent standardised framework, it was also part of the project to see if having resources for training that were not reliant on individuals time to deliver would mean a quicker throughput of staff achieving the training or competency.

Bloom’s1 taxonomy was utilised alongside Miller’s2 framework to identify the components to be covered and build up the learning objectives for the different areas. A mixed method of training resources was included which covered both self-directed and taught elements. The training materials was accessible as written material, verbal material, in a one-to-one training session, training cases for practice and the creation of recorded training videos. The training videos were created in real time to show the process as a whole. Competency cases created in local training databases providing a safe environment in which the trainee can learn without the additional element of working within the live system and the pressure of time restraints is somewhat less. A gold standard was created to indicate what trainers would provide during the training, for example, dedicated time would be given for one-to-one feedback utilising a peer review form for record of feedback. To test the process, feedback was sought by management oversight of the process as a whole. Progress was also tracked through a digital matrix to monitor the effect.

Table 1 demonstrates an overview of numbers of rotational staff members who undertook and completed competence in 3 areas within the department. The timeframe is split into 2019-2020; the pre-amended framework approach and 2021-2022; when the new consistent approach was implemented.

The department has been able to increase the throughput of individuals gaining competence or training but has been able to expand into areas that would not normally have been for general training. A digital framework solution means training can be delivered from anywhere. It is not reliant on trainers sitting with the trainee for days going over things repeatedly. This greatly increases the robustness of the department to ensure we are able to have cover for all activities in the department.
References: Bloom, B. S. (1956). "Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain." New York: David McKay Co Inc.
Miller, G.E., 1990. The assessment of clinical skills/competence/performance. Academic medicine, 65(9), pp.S63-7.