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<h3>Background</h3> Exposure to the principles of BBN, discussing transition to best supportive care, sharing complex information, assessing capacity and dealing with strong emotions are well-established in Leicester Medical School Y4 cancer care block. Discussion with Y5 students post finals indicated a desire to feel more prepared regarding how to approach conversations around uncertainty and caring for dying patients as an F1. All foundation doctors have mandatory EOLC teaching in their F1 year which is linked to their curriculum (Capabilities in Practice), but this may not take place until their second or third F1 post. The aim of this pilot was to develop a session that would support post-finals students in their transition to becoming foundation doctors. <h3>Method</h3> Pilot involved four groups of nine or ten students (total =39). Ten scenarios were developed to align with common challenges for F1s. A palliative care consultant and a nurse educator experienced in hospital palliative care and advanced communication skills training facilitated the sessions. Five used a simulated clinical setting and five a traditional gold fish bowl style setting. Confidence was compared pre and post sessions. <h3>Results</h3> Free text feedback was overwhelmingly positive and matched confidence questionnaires which demonstrated an increase in confidence scores of up to 14. Initial scores ranged from 17-29/36, post session scores ranged from 24 to 36/36. No student suggested a decrease in confidence. Follow up data from these 39 participants early in their second foundation post compared with Leicester graduates who did not complete the pilot is currently being collected. <h3>Conclusion</h3> Communication skills specifically linked to the F1 role in caring for dying patients and other challenging conversations observed during their clinical assistantships, feels an important addition for students as they face transitioning to foundation training.