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Aim The benefits of peer-led teaching are well evidenced, as are the benefits of interactive over passive learning in a clinical setting. This project aimed to create an FY1-led induction model that could be reproduced across departments, cost-effectively boosting junior trainee confidence, and improving continuity of care during quarterly changeover periods with minimal pressure on senior clinicians. Method Areas for focus were identified by consultants and departing FY1s to produce an FY1-led, presentation-based induction for December and April changeovers. Incoming FY1 confidence was assessed using pre-induction and post-induction surveys to identify areas for improvement in future. An interactive e-learning induction replaced the presentation for the new FY1s in August, again using surveys assessing trainee’s confidence versus previous cycles. Results The first two inductions both showed a complete reduction in trainees rating themselves overall ‘not so confident' or below. Four of the six targeted areas showed increased improvement in confidence in April versus December. The August e-learning induction showed a 71% increase in newly qualified FY1s rating themselves as overall ‘confident’ or ‘very confident’, an improvement on previous inductions. ‘Confident’ and ‘very confident’ ratings for focused areas increased by 62% on average, versus 37% and 27% previously. Conclusions This induction greatly increased FY1s’ confidence, with feedback citing peer-gained insights as the main positive addition to the consultant-led induction. Combining the evidence-based methods of peer-led teaching and interactive e-learning resulted in a replicable, cost-effective, and time-efficient template for improving confidence and continuity of care in the changeover period. This could be implemented in any department nationwide.

138 Using Peer-to-Peer Induction to Improve the Confidence of Incoming Surgical FY1s During Changeover