Teaching for the future: a weekly, cross-site, multidisciplinary, hybrid burns teaching programme.

INTRODUCTION: Education of the multidisciplinary burns team is essential for optimising patient outcomes but can be challenging, particularly when coordinating across multiple sites and ensuring consistent engagement. There is a recognised gap in providing comprehensive, interdisciplinary education that covers all aspects of burn care. Hybrid teaching models, combining face-to-face and online delivery, offer a practical solution to address these challenges while promoting collaboration and engagement across the team. This study aimed to evaluate the impact of a structured, cross-site hybrid teaching programme designed to provide comprehensive, interdisciplinary education for the multidisciplinary burns team. METHODS: A weekly hybrid teaching programme was delivered to the multidisciplinary team over 21 months in a burns centre, with topics aligned to the Intercollegiate Surgical Curriculum Programme for Plastic Surgery. Participant feedback was collected using QR code surveys at the end of each session. Over 60 sessions, with more than 500 responses were analysed, assessing session enjoyability, delivery, quality, and self-reported confidence in the topics presented. RESULTS: Mean ratings for session enjoyability, delivery, and quality exceeded 4.7 on a Likert scale out of 5. Self-reported confidence in the delivered topics increased significantly, from 2.9 to 4.2 (p < 0.001). The programme facilitated interprofessional collaboration, team building, and professional development while overcoming geographical barriers. Iterative improvements based on participant feedback contributed to sustained engagement and educational value. CONCLUSION: A well-structured hybrid teaching programme can effectively enhance knowledge, confidence, and collaboration within the multidisciplinary burns team. This model is adaptable to other burns centres, with potential for long-term benefits on clinical practice.