IntroductionFoundation year 1 doctors (F1s) are expected to prescribe fromtheir first day in clinical practice. Prescribing involves a complexseries of steps involving integration of theoretical and experientialknowledge, patient information, communication skills, mathematicsand awareness of human factors that undermine safe prescribing. Ithas been suggested that prescribing should routinely be viewed andtreated as a high-risk procedural skill.The majority of prescriptions within secondary care are writtenby foundation doctors (FDs).1,2 FDs also make the most prescribingerrors.2,3 An important part of the transition to prescriber is F1induction. Since 2012, trusts and health boards must provide aninduction and at least 4 days’ shadowing experience to new F1cohorts before they begin their first post.4 However, there is nostandardised F1 induction curriculum and research shows thatcontent, including prescribing-related topics, and format can varywidely.5,6 FDs have themselves highlighted that they find transitioningto practical prescribing challenging and they often feel unprepared.7,8This study aimed to address a critical knowledge gap: how canwe use feedback from FDs to enable the F1 induction period andavailable resources to support prescribing competency during thefirst months of practice?.
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