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Ten tips for organising a Bleep Roulette for final year medical students and new foundation trainees
  1. Yagazie Zina Udeaja1,
  2. Rynda Nitiahpapand2
  1. 1 Department of Stroke Medicine, Luton and Dunstable Hospital NHS Foundation Trust, Luton, UK
  2. 2 Department of Ophthalmology, Luton and Dunstable University Hospital NHS Foundation Trust, Luton, UK
  1. Correspondence to Yagazie Zina Udeaja, Luton and Dunstable University Hospital NHS Foundation Trust, Lewsey Road, Luton LU4 0DZ, UK; yzudeaja{at}gmail.com

Abstract

The initial period adjusting to the roles and responsibilities of a new foundation doctor can be a challenging and anxious time for graduating medical students and new trainees. Over recent years, many educational initiatives such as shadowing placements, assistantships and compulsory induction programmes have been implemented to improve medical student preparedness for clinical practice. Despite this, many graduates still report a lack of confidence and preparedness when starting their clinical placements, specifically within the context of on-call shifts. Bleep Roulette simulation sessions are progressively being used to further bridge the gap from student to trainee and ensure trainees develop prioritisation, organisational and clinical reasoning skills, improving trainee efficiency during an on-call shift. In this article, we provide 10 tips for medical educators, detailing how to design an efficacious Bleep Roulette session for final year medical students and new foundation trainees.

  • Medical education & training

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Footnotes

  • Contributors YZU and RN were responsible for conceptualisation, writing the first draft and all revisions.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Patient consent for publication Not required.

  • Provenance and peer review Not commissioned; externally peer reviewed.

  • Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.

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