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Anushree Kucheria,1 Johan Bastianpillai,2 Shaharyar Khan,3 Vikas Acharya4 1Royal Berkshire Hospital, Royal Berkshire NHS Foundation Trust, Berkshire, UK; 2Northwick Park Hospital, London North west University Healthcare NHS Trust, London, UK; 3London North west University Healthcare NHS Trust, London, UK; 4Department of ENT Surgery, Northwick Park Hospital, London North west University Healthcare NHS Trust, London, UKCorrespondence: Anushree Kucheria Email anushreekuch@gmail.comIntroduction: General practitioners (GPs) encounter many adult and paediatric patients presenting with ear, nose and throat (ENT) complaints. There is a paucity of learning opportunities to develop knowledge and skills in ENT at undergraduate and postgraduate level. GP trainees starting an ENT rotation have very little prior experience, and therefore we recognise a need for an introduction through a focused induction programme. The aim of this study was to understand whether a GP trainee focussed induction programme can improve the confidence of these doctors in managing emergency hospital presentations in ENT.Methods: An ENT-focussed induction program was created: a didactic teaching program, shadowing period and supervised on-calls. Five GP trainees completed the induction programme. Questionnaires assessed the GP trainees’ confidence in managing common emergency presentations and performing common procedures before and after the induction program. For comparison, questionnaires were given to seven GP trainees who did not complete induction program before starting the rotation and 2 weeks subsequently.Results: With no induction in place, the mean increase in confidence was by 0.81. In comparison, the GP trainees who did complete the induction program had a mean increase in confidence by 1.2. The induction program had a dramatic increase in confidence in ENT-specific skills which would not have been experienced in other specialties such as flexible nasal endoscopy, post-tonsillectomy bleeding, neck sepsis, stridor and periorbital cellulitis.Limitations: A small cohort of participants in one hospital were included, thus affecting the reliability of the results.Conclusion: There was a greater level in confidence in managing ENT presentations of those who completed the induction program, and we recommend a similar structured programme for GP trainees who rotate in ENT. This may have wider implications in fostering interest in postgraduate degrees in ENT and improving the quality of primary care management of ENT complaints.Keywords: otolaryngology, ENT, general practitioner trainees, induction programs, confidence

Não recebi financiamento This study has as its theme the relationship between beginning primary school teachers, participants of the Hybrid Mentoring Program (PHM), with the learning and teaching of mathematics in their personal and professional trajectories. The research was based on a qualitative-descriptive methodological approach of the interpretative type, using as data production instruments collection of narratives written by three beginning teachers in the activities carried out in the virtual learning environment (AVA) throughout their participation in the PHM. The Program was an intervention-research developed by professors from the Federal University of São Carlos (UFSCar), between 2017 and 2020, which investigated the professional development of beginning and experienced teachers that worked in primary schools, based on the collaborative and constructive perspective by through a hybrid space, which, in addition to articulation virtual and face-to-face activities, promoted a non-hierarchical relationship, which made it possible to strengthen the relationship between university and school and professional practice the those involved. The theoretical bases of the research discuss learning about teaching, the training of teachers who teach mathematics, mathematics knowledge, knowing how to teach mathematics and the potential of narratives for research and teaching/training of teachers. The analysis was carried out in two categories: i) the references to the learning of mathematics, their teachers and teaching methodologies experienced in their personal trajectory as students, and ii) the formative demands presented regarding the teaching of mathematics and its development in the PHM. The results obtained revealed relationships with mathematics in the personal trajectory imbricated with emotional memories and also indicated a tendency of the mention mathematics in the schooling process by teachers who showed affinity with the area, also showing that the positive relationships with mathematics built as students throughout Elementary Education questioned in Higher Education. In the professional trajectory, the interations between each Beginning Teacher and their mentor exposed different relations with mathematics, such as: the knowledge needed to teach, the conceptions on problem solving and reflections on he the skills developed in the face of the impacts of the Covid-19 pandemic, subjects that were developed in a reflective perspective, favoring the improvement of the knowledge base for teaching. Understanding teaching as a complex profession and its professionals in constant development, there is a need to unveil relationships that teachers establish with mathematics in their personal and professional trajectory, valuing their uniqueness and contributing to their training. Este estudo tem como tema a relação de Professores Iniciantes dos anos iniciais do Ensino Fundamental, participantes do Programa Híbrido de Mentoria (PHM), com a aprendizagem e o ensino de matemática na trajetória pessoal e profissional. A pesquisa foi pautada na abordagem metodológica qualitativa descritiva do tipo interpretativa, utilizando como instrumento de produção de dados a coleta de narrativas escritas por três Professoras Iniciantes nas atividades realizadas no Ambiente Virtual de Aprendizagem (AVA) ao longo da participação no PHM. O Programa foi uma proposta de pesquisa-intervenção desenvolvida por docentes da Universidade Federal de São Carlos (UFSCar), entre 2017 e 2020, que investigou o desenvolvimento profissional de professores iniciantes e experientes atuantes na Educação Básica, com base no referencial construtivo-colaborativo por meio de um espaço híbrido, que, além de articular atividades virtuais e presenciais, promoveu uma relação não hierárquica, o que possibilitou o estreitamento da relação entre escola e universidade, aproximando o conhecimento acadêmico e o prático profissional dos envolvidos. As bases teóricas que fundamentaram esta pesquisa versaram sobre a aprendizagem da docência, a formação de professores que ensinam matemática nos anos iniciais, o saber matemática e o saber ensinar matemática, as relações afetivas envolvidas no conhecimento matemático e as potencialidades das narrativas na pesquisa e no ensino/formação de professores. A análise foi realizada em dois eixos: i) as referências à aprendizagem da matemática, aos seus professores e às metodologias de ensino vivenciadas na trajetória pessoal, como estudantes, e ii) demandas formativas apresentadas com relação ao ensino de matemática e o seu desenvolvimento no PHM. Os resultados obtidos revelaram relações com a matemática na trajetória pessoal imbricadas com as memórias emocionais e indicaram também uma tendência da menção à matemática no processo de escolarização por professores que demonstraram afinidade com a área, evidenciando ainda que as relações positivas com a matemática construídas enquanto alunos ao longo da Educação Básica foram questionadas no Ensino Superior. Na trajetória profissional, as interações entre cada Professora Iniciante e sua mentora expuseram diferentes relações com a matemática, como: os conhecimentos necessários para ensinar, as concepções sobre resolução de problemas e reflexões sobre as competências desenvolvidas diante dos impactos da pandemia da Covid-19, assuntos que foram desenvolvidos em uma perspectiva reflexiva, favorecendo o aprimoramento da base de conhecimento para o ensino. Compreendendo a docência como uma profissão complexa e seus profissionais em constante desenvolvimento, destaca-se a necessidade de desvelarmos as relações que os professores estabelecem com a matemática na trajetória pessoal e profissional, valorizando sua singularidade e contribuindo com sua formação.

Anushree Kucheria,1 Johan Bastianpillai,2 Shaharyar Khan,3 Vikas Acharya4 1Royal Berkshire Hospital, Royal Berkshire NHS Foundation Trust, Berkshire, UK; 2Northwick Park Hospital, London North west University Healthcare NHS Trust, London, UK; 3London North west University Healthcare NHS Trust, London, UK; 4Department of ENT Surgery, Northwick Park Hospital, London North west University Healthcare NHS Trust, London, UKCorrespondence: Anushree Kucheria Email anushreekuch@gmail.comIntroduction: General practitioners (GPs) encounter many adult and paediatric patients presenting with ear, nose and throat (ENT) complaints. There is a paucity of learning opportunities to develop knowledge and skills in ENT at undergraduate and postgraduate level. GP trainees starting an ENT rotation have very little prior experience, and therefore we recognise a need for an introduction through a focused induction programme. The aim of this study was to understand whether a GP trainee focussed induction programme can improve the confidence of these doctors in managing emergency hospital presentations in ENT.Methods: An ENT-focussed induction program was created: a didactic teaching program, shadowing period and supervised on-calls. Five GP trainees completed the induction programme. Questionnaires assessed the GP trainees’ confidence in managing common emergency presentations and performing common procedures before and after the induction program. For comparison, questionnaires were given to seven GP trainees who did not complete induction program before starting the rotation and 2 weeks subsequently.Results: With no induction in place, the mean increase in confidence was by 0.81. In comparison, the GP trainees who did complete the induction program had a mean increase in confidence by 1.2. The induction program had a dramatic increase in confidence in ENT-specific skills which would not have been experienced in other specialties such as flexible nasal endoscopy, post-tonsillectomy bleeding, neck sepsis, stridor and periorbital cellulitis.Limitations: A small cohort of participants in one hospital were included, thus affecting the reliability of the results.Conclusion: There was a greater level in confidence in managing ENT presentations of those who completed the induction program, and we recommend a similar structured programme for GP trainees who rotate in ENT. This may have wider implications in fostering interest in postgraduate degrees in ENT and improving the quality of primary care management of ENT complaints.Keywords: otolaryngology, ENT, general practitioner trainees, induction programs, confidence

La iniciación al ejercicio profesional constituye un elemento esencial en la definición, entre otras cuestiones, de las prácticas educativas de los docentes. El profesorado noveldebecontar con un acompañamiento, más o menos sistemático, que sirva de conexión entre la formación inicial y su carrera profesional autónoma. Este artículo estudialas percepcionesquelos docentesde Educación Básica en España tienensobre su propia iniciación a la docencia, así como su percepciónsobre cómo debería ser dicho proceso de inserción al ejercicio profesional.Lapresente investigación ha seguido un diseño ex post facto. Se ha diseñado un cuestionario ad hocque cuenta con una validación en cuatro fases, con una muestra de 1148 docentes. Los análisis incluyen tanto estadística descriptiva como inferencial.Los datos muestran, por un lado,el acuerdo de los docentescon la necesidad de poner en marcha mecanismos que sirvan para acompañarlos en sus primeros años de ejercicioy ,por otra parte, apesar de reconocer que la iniciación a la profesión no es buena, indican que sus propias adaptaciones fueron adecuadas y que lo hicieron bien en sus inicios profesionales.A la luz de los resultados, la necesidad de implementar y mejorarel acompañamiento a docentes noveles en España resulta evidentey lasituación actual espropiciapor el gran consenso que,desde hace años,existe entre el profesorado, la comunidad educativa e incluso los partidos políticos., Initiation to professional practice is an essential element in defining, among other things, the educational practices of teachers. Novice teachers must be accompanied, systematically, to serve as a link between their pre-service training and their autonomous professional career. The aim of this paper is to study the perceptions that CompulsoryEducation Spanish teachers have about their own initiation to teaching, as well as their perception of how this process of insertion into the professional practice should be. The research followed an ex post facto design. An ad hoc questionnaire has been designed with a robust validation in four phases, with a sample of 1148 teachers. The analyses include both descriptive and inferential statistics. The data show teachers' agreement, on the one hand, with the need to put in place mechanisms to accompany teachers in their first years of teaching, and, on the other hand, a negative trend in their perception of how their initiation to teaching was. This negative evaluation is not in those teachers who have undergone the initiation process sincethey show greater satisfaction with their professional insertion. Based on the results, the need to implement and improve the accompaniment ofnew teachers in Spain is evidentandthecurrent situation is favorable because ofthe great consensus that has existed for years among teachers, the educational community,and even political parties., Proyecto #LobbyingTeachers: Fundamentos teóricos, estructuras políticas y prácticas sociales de las relaciones público-privadas en materia de profesorado en España (Ref. PID2019-104566RA-I00/AEI/10.13039/501100011033), Proyectos de I+D+i» del Programa Estatal de I+D+i del Ministerio de Ciencia e Innovación

os primeros años como docenteson intensos tanto en el aspecto profesional como personal. Tensiones, estrés, insatisfacciones, inseguridades afectan a los docentes que empiezan a enseñar. Para apoyar a los profesores principiantes, muchos sistemas educativos han puesto en marcha programas de inducción. Estos programas ofrecen a los profesores principiantes el apoyo no sólo de un mentor, sino de un conjunto de experiencias formativas complementarias. En este artículo describimos los efectos percibidos por parte de los participantes del programa Inductio desarrollado en la República Dominicana hace cinco años. Se han utilizado cuestionarios y entrevistas a docentes participantes en el programa, así como se ha entrevistado a directores y coordinadores de centros educativos donde actualmenteenseñan algunos de esos docentes. Los resultados muestran que la disciplina, planificación y metodología siguen siendo problemas de los docentes que empiezan. La valoración retrospectiva del programa es altamente favorable en todos sus aspectos, especialmente en lo que hace referencia al apoyo recibido por parte de un mentor. El programa Inductio se ha mostrado eficaz para ofrecer una experiencia formativa adaptada a las necesidades de los profesores principiantes., The first years as a teacher are intense in both the professional and personal aspects. Tension, stress, dissatisfaction and insecurities affect teachers who start teaching. To support beginning teachers, many countries have launched induction programmes which offer beginners the support, not only of a mentor, but of a set of complementary training experiences. In this article, we describe the perceived effects of participants of the Inductio programme that was developed in the Dominican Republic five years ago. Questionnaires and interviews have been used with teachers participating in the programme, as well as principals and coordinators of schools where some of these teachers currently teach. The results show that discipline, planning and methodology remain problems for beginning teachers. Retrospective evaluation of the programme is highly favourable in all of its aspects, especially regarding the support received by a mentor. The Inductio programme has beenshown to be effective in providing a training experience that is adapted to the needs of beginning teachers.

Bu calismanin amaci, adaylik egitimini atanilan ilden farkli bir ilde tamamlayan aday ogretmenlerin adaylik egitimine iliskin goruslerini, egitimlerini tamamladiklari il/okul ile atandiklari il/okul arasindaki fiziki cevre ve olanaklar, egitsel materyal, sosyo-kulturel yapi ve ogrenci profili bakimindan karsilastirmak ve olusabilecek farkliliklari belirlemektir. Durum calismasi olarak desenlenen bu arastirma, farkli bir ilde adaylik egitimini tamamlayarak Van ilinde goreve Ogretmenlerle yapilan gorusmeler sonucunda elde edilen verilerin analizinde betimsel analiz kullanilmistir. Arastirmanin sonucunda, aday ogretmenlerin farkli bir ilde adaylik egitimi almalarina iliskin hem olumlu hem de olumsuz goruslere sahip olduklari belirlenmistir. Ayrica adaylik egitimi tamamlanan il/okul ile atandiklari il/okul arasindaki fiziki cevre ve olanaklar, egitsel materyal, sosyo-kulturel yapi ve ogrenci profili bakimindan onemli farkliliklarin oldugu ve bu farkliliklardan dolayi aday ogretmenlerin uyum sorunlari yasadiklari sonucuna ulasilmistir. Bu durumda uyum sorunlarinin azaltilabilmesi icin adaylik egitiminin, aday ogretmenlerin atandiklari ilde baslatilmasi, fakat gorev yapacaklari okullarda deneyimli danisman ogretmenlerin bulunmamasi durumunda atandiklari ildeki farkli bir okulda bu surecin yurutulmesi onerilebilir

Resumen Si bien la política educativa chilena ha innovado en la formación de directores escolares principiantes introduciendo la mentoría, aún es escaso el conocimiento sobre este enfoque en el campo del liderazgo educativo a nivel nacional. Es por ello que este artículo busca repensar y resignificar la evidencia internacional sobre mentoría, con el fin de contribuir a la producción de conocimiento contextualizado. Se realizó un estudio de caso múltiple, guiado por el siguiente objetivo de investigación: conceptualizar una ‘buena mentoría’ y un ‘buen mentor’ a partir de las voces de los actores involucrados en programas de inducción para directores novatos desarrollados en Chile en 2017. Se condujo 21 entrevistas a directores, mentores y coordinadores de programa; y se realizó un análisis temático por caso y transversal. Los resultados permiten delimitar características comunes de una ‘buena mentoría’ y un ‘buen mentor’ entre los entrevistados y derivar orientaciones para contextualizar adecuadamente la mentoría en los programas de inducción a directores escolares novatos. Abstract Although the Chilean educational policy has introduced the mentoring approach as an innovation in the training of beginner school principals, there is still little knowledge about this approach in the field of educational leadership at a national level. That is why this article seeks to rethink and resignify the international evidence on mentoring in order to contribute to the production of contextualized knowledge. A multiple case study was conducted, guided by the following research objective: Conceptualize a ‘good mentoring’ and a ‘good mentor’ considering the voices of the actors involved in Chilean induction programs for novice principals executed in 2017. 21 interviews were conducted with principals, mentors and program coordinators; and then a thematic analysis by case and across the cases was carried out. The results allow defining common characteristics of a 'good mentoring' and a 'good mentor' among the interviewees and deriving guidelines to adequately contextualize mentoring in the induction programs for novice school principals.

This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers' (BTs') psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly allocated to two conditions. Experimental schools provided a carefully developed and implemented induction arrangement to their BTs. Control schools followed their regular (induction) arrangements. BTs perceived stress causes, self-efficacy, and job strain were measured with a pre-test post-test design. Condition effects were examined by means of independent sample t tests. The perception of the provided support was measured, and its psychological path of influence was investigated by conducting standard multiple regression analyses. BTs in the experimental condition indicated that they (1) received more support, (2) experienced fewer stress causes (i.e., lack of learning opportunities and lack of regulating possibilities), and (3) experienced more self-efficacy in the classroom at the end of the school year. Furthermore, fewer BTs left the experimental schools after 1 year. Reducing BTs' workload and supporting their professional development are the most influential induction arrangement elements provided in this study. Providing carefully developed and implemented induction arrangements may soften the harshness of the context in which BTs operate, by decreasing their perceived stress causes and increasing their level of self-efficacy in the classroom. This, in turn, could positively affect BTs' decision to stay in the teaching profession and might, therefore, add to a solution to the teacher shortage problem.

Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse de trois des principaux dispositifs de soutien utilisés. L’analyse se base à la fois sur les documents descriptifs des programmes d’insertion mis en ligne sur le site Web du Carrefour national de l’insertion professionnelle en enseignement (CNIPE) ainsi que sur une recension des recherches., This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research.

The retention of new teachers is a significant issue even among physical education teachers. One way attrition is combatted is the implementation of induction programs that have a strong emphasis on mentoring. The purpose of this qualitative study was to explore novice physical education teachers, and their mentor’s perspectives of the mentoring process. The secondary purpose of this study was to explore the dyad relationship to determine whether meaningful relationships for both individuals occur in the process. The participants in the study consisted of two novice physical education teachers and two mentors currently in an induction and mentoring program. Observations, interviews, documents, and the researcher’s reflexive journal were the means of data collection. Data analysis was completed through the constant comparison and open coding methods. Four overarching themes occurred: concerns of the novice physical education teacher, training and preparation, relationship establishment, and mindset in regards to retention. The novice physical education teachers were grateful for their mentor’s assistance during the induction program. All participants agreed that the relationship was beneficial to everyone involved. This study suggests that when programs are well implemented, novice physical education teachers are more confident in their teaching abilities and will be retained.

Existen múltiples factores que impactan la manera como los maestros principiantes perciben y viven el primer año de experiencia docente. La incorporación y acogida en el centro escolar está mediada por la percepción del maestro acerca del tipo de acogida en el nuevo contexto de trabajo, en especial el apoyo de los pares y la dirección, y la madurez profesional. Este artículo presenta una investigación sobre el primer año de experiencia docente en centros públicos de infantil y primaria de Catalunya. El estudio ha previsto la realización de estudios de caso en cinco centros educativos de distintas características. Para cada estudio de caso se han realizado entrevistas individuales y grupales a maestros principiantes, a los tutores de los principiantes y a los equipos directivos. También se han llevado a cabo grupos de discusión con los formadores y principiantes del curso de iniciación a la docencia promovido por la Generalitat de Catalunya y entrevistas a distintos servicios de educación (inspección, equipos psicopedagógico y centros de recursos). Finalmente se han realizado y analizado documentos videográficos y textuales (observaciones de prácticas docentes de profesores principiantes y planes de acogida de distintos centros). Los resultados que aquí se presenta resumen una parte del estudio, esto es las percepciones de maestros, tutores y directivos, y confirman la necesidad de ofrecer una formación para la inducción a los profesores de primer año que contemple la reflexión sobre la realidad diaria en base a casos prácticos, así como planificar la acogida mediante un plancontextualizado que observe tanto la información necesaria sobre el centro como las estrategias de acompañamiento e inducción a la práctica docente por parte de profesores más expertos y el rol del equipo directivo., Entering the teaching profession is a process influenced by many factors that have an effect on the way the novice teachers, recently graduated from university, perceive and live the first year of their teaching experience. These factors are related to the context: the sort of reception organized by the school management team and teachers; the peer-support and the professional maturity of the teacher. This article presents a research about the first year of teaching experience in Catalan public schools of infantile and primary education. The study has foreseen the accomplishment of study cases in five educational centers. Individual and group interviews have been carried out to beginning teachers, their mentors and the school management board. Focus groups with trainers of beginning teachers taking part of an induction program promoted by the Catalan government, have been also carried out and finally interviews to different services of education (inspectors, psychopedagogs and members of resource centers. The results here presented summarize one part of the research, this is the perceptions of teachers, mentors and management board’s members. They confirm the necessity to offer an induction program for first year teachers based on daily practice reflection as well as to plan the reception of new teachers by means of a contextualized plan including information on the school organization and curriculum as well as support strategies from expert teachers and the management board., Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada

Steeds meer scholen hebben een begeleidingsprogramma, om beginnende docenten te ondersteunen in hun eerste jaren van de zelfstandige beroepsuitoefening. Met een interviewstudie en een vragenlijststudie is onderzocht in hoeverre inductieprogramma___s bijdragen aan het welbevinden van de beginnende docenten en aan hun professionele ontwikkeling. Uit het onderzoek bleek dat de nadruk in inductieprogramma___s vaak ligt op emotionele ondersteuning en het helpen van docenten bij problemen met klassenmanagement. Een mogelijke verklaring hiervoor is dat de meeste mentoren sterk gericht lijken te zijn op de alledaagse urgente zorgen en problemen van de docent. Zij proberen docenten te ondersteunen en hen te helpen met hun vragen en problemen, die vaak betrekking hebben op het managen van de klas. Docenten ervaren deze begeleiding als positief. Doorslaggevende factor hierbij is de mate waarin de mentor ondersteunend is. Daarnaast bleek dat de meeste docenten slechts weinig invloed ervaren van de begeleiding op hun professionele ontwikkeling. Ter bevordering hiervan is geadviseerd om de begeleiding meer te faciliteren en om bij de selectie van mentoren rekening te houden met hun competentie om docenten te kunnen uitdagen in hun professionele ontwikkeling. Hiervoor is onder meer van belang om te investeren in de voorbereiding en scholing van mentoren.

Vikas Acharya,1 Sami Mansour,2 Samuel M Amis,3 Amir Reyahi3 1Department of Neurosurgery, University Hospitals Coventry and Warwickshire, 2Warwick Medical School, University of Warwick, Coventry, 3Luton and Dunstable University Hospital, Luton, UK Abstract: The transition period from foundation program doctor to specialty trainee can be difficult for junior doctors. This difficult period often acts as a major obstacle for learning in the workplace. Existing induction programs are commonly seen as inadequate at easing this transition, and therefore, a pilot study intervention was undertaken to assess if the initiation of “learner-centered induction programs” could help improve the confidence, knowledge acquisition, and satisfaction of junior doctors as they begin specialty training in neurosurgery. Ethnographic and anecdotal evidences were collated from junior doctors, specialty trainees, and consultants in order to investigate if further work on this subject would be beneficial. All participants were working in the Department of Neurosurgery at University Hospital Coventry and Warwickshire, Coventry, UK, over a 4-week period in March/April 2015. A review of the relevant literature was also undertaken. This report found that despite the reservations around the increased organizational demands of induction programs of this nature, as well as concerns around a single junior doctor covering the ward alone during the induction period, feedback following the intervention was largely positive. Junior doctors appreciated being taught about their roles and responsibilities from their predecessors as well as deciding among themselves what topics they wanted covering. As a result, the induction sessions tended to focus on clinical skills rather than theoretical knowledge, which most of the junior doctors believed they could cover adequately in their own time. The junior doctors felt that they benefited from learning/refreshing their relevant practical skills in a safe environment under senior supervision, prior to starting on the wards. Finally, as the induction program was of a greater duration than the traditional half day, they felt they had sufficient time to ask questions and address concerns while “on the job”. Overall, “learner-centered induction programs” did appear to show promise in this pilot study with regards to increasing the confidence of junior doctors starting a neurosurgical placement and helped ease the transition process from foundation doctor to specialty trainee in neurosurgery. We believe further work to formalize and quantify these findings using questionnaires and a larger sample group as well as across successive is indicated and may help junior doctor learning and transition processes in future practice. Keywords: induction programs, foundation training, transition processes, junior doctor transitions