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Background When the COVID-19 pandemic was announced by the World Health Organisation on 11/03/2020, hospitals quickly began preparing for the potential impact on healthcare. During this crisis multi-professional teams across the NHS developed and implemented new models of service at pace. Aims In times of crisis there can be tendency to first panic and then forget. As doctors and clinical leaders in training, utilising this as a learning experience is vital. We propose a phased learning model to reflect on this unprecedented period with the aim of strengthening our leadership skills. Method The proposed ‘leadership time capsule’ is a continuous reflective process rather than a single stand-alone exercise enabling the user to learn from the pandemic as we move forward but also look back on the crisis and reflect in the moment. This learning tool is aimed for trainees and consists of five phases; Reflection, Consolidation, Growth, Embedding, and Evaluation. Integral to the time capsule are signposts to resources and toolkits. As leadership fellows, we have piloted the capsule reflecting on four different trainee perspectives: Impact on training Redeployment Telemedicine Remote working Discussion This tool provides a template for reflective practise on our experience, realising and sharing the lessons that have been learnt. As a group of fellows, this tool was used as a ‘shared experience’ process exploring leadership in our various environments, learning from our experiences and realising how we can develop as leaders going forward. This reflective time capsule highlights the importance of learning from significant challenges faced during the pandemic. Conclusion Active participation in the leadership time capsule facilitates the process of building on experiential learning during a crisis. Critical lessons from this process can inform trainee leadership development to ensure competences and confidence when facing future challenges.

Introduction All doctors in training should be exposed to appropriate leadership developmental opportunities throughout their training in line with the GMC Generic Professional Capabilities framework. Leadership learning is a process of participation in increasingly complex and personally informative tasks rather than just acquisition of a pre-determined set of knowledge and skills. As part of the 70:20:10 model of leadership development we need to move learning from the classroom into the workplace providing leadership initiatives and development at every level of training. Intervention Health Education England South West developed a Clinical Leadership Mentor (CLM) programme in 2018. The CLM is responsible for overseeing the process and progress of leadership development amongst the trainees of their Trust, creating a portfolio of leadership and management development in partnership with other stakeholders. Strategy for Improvement CLMs required funding, support, development, and network opportunities. Financial support for 2 year pilot across all 19 Trusts in the South West supported by Regional Director HEE-SW with annual report by each CLM; achievements aligned against measured outcomes of key responsibilities. CLM network and developmental days with regional NHS Leadership Academy (NHSLA). Annual reports collated and shared within CLM network and HEE-SW. Sponsored evaluation of CLM by the NHSLA conducted by the University of Birmingham (UoB) Impact Formal evaluation (UoB) was encouraging; CLM role perceptions were positive and appreciated by trainees and Educational Supervisors alike. Medical Managers were also committed to the role. Excellent CLM network developed across HEE-SW. Outstanding achievements in the annual reports enabled funding secured for third year. CLM development publicised as an area of Good Practice - Leads Leadership Webinar #Leadersaloud.

Introduction The inaugural South West leadership conference, ‘Next Generation Leaders’, was held in March 2019. This was open to 200 trainees and was jointly organised by the seven Health Education England South West (HEE-SW) Leadership Fellows and two Academic Foundation doctors. It was funded by HEE-SW through the Severn deanery in collaboration with the Leadership Academy. Issue The importance of good leadership skills in junior doctors is increasingly recognised; this conference aimed to inspire and equip clinicians with leadership skills. Topics included exploring leadership during challenging circumstances, leadership development, human factors and organisational structures. We adopted a distributive leadership approach, rapidly learning how to organise and promote a conference in budget, inviting speakers, providing network opportunities, website design and coordinating poster presentations. Intervention The conference delivered a varied programme with full details available at the event website (www.nextgenerationleaders.net). A diverse range of speakers were invited from within healthcare and other industries. We aimed for total inclusivity for all trainees across the South West, being free to access, central location and flexible content. Measurement Feedback from delegates was obtained via an electronic survey. Analysis showed the conference was well received, 98% of attendees recommended the conference. Lessons Reflections of the organising committee centred around how we worked as a team, bonding at the start of the fellowship and becoming a cohesive group. Through our individual and collective experiences this conference has acted as a catalyst to furthering our own leadership development inspiring us to pursue future opportunities. We would like to inform and inspire others interested in organising similar events. We hope to promote others to seek out leadership development opportunities, which is crucial for the future of the NHS.