From: Shifting perceptions: a pre-post study to assess the impact of a senior resident rotation bundle
Impact of Senior Resident Schedule on Seniors’ Wellness | |
Allows general wellness | Adversely affects their health (R); Restricts their participation in physical activity after work (R); Impairs their ability to adapt to Circadian Rhythm changes (R); Contributes to their overall sleep debt (R); Contributes to their overall fatigue levels (R); Contributes to frequent episodes of physical illness (e.g. colds) (R); Enhances their overall energy levels; Contributes to their need to use stimulants such as caffeine (R). |
Allows exposure to personal harm | Impairs safety while driving home post call; Allows potential for workplace harm such as needle-stick injuries. |
Causes conflicting role demands | Makes it easy for them to trade on call shifts with others (R); Allows free time to accomplish their non-work related errands (R); Provides opportunities to spend time with their family (R); Restricts their time available to do research. |
Allows healthy relationships | Allows healthy interpersonal relationships. |
Causes feelings of isolation | Causes them to feel isolated at times (R). |
Impact of Senior Resident Schedule on Seniors’ Ability to Deliver Quality Health Care | |
Allows potential for error | They are alert during procedures (R); They commit preventable medical errors; They experience "near misses" related to poor patient care; They are often too tired to provide safe patient care. |
Allows clinical skills expertise | They miss important diagnoses (R); They manage complex medical patients appropriately; The content of their patient care handover is accurate; They perform a thorough work up of new admissions. |
Allows continuity of patient care | They highlight important follow up items during handover of patient care issues; They maintain continuity of patient care; They assume accountability for the patients they admit. |
Causes expenditure of emotional labour | Their interactions with other MTU team members are positive (R); They communicate well with patients and their families (R); They are sensitive to social issues pertaining to patient care (e.g. gender and culture) (R). |
Allows work efficiency | They are able to effectively multitask during busy work times; They handover patient care issues in a time efficient manner; They respond to pages in a timely fashion. |
Impact of Senior Resident Schedule on Seniors’ Medical Education Experience | |
Allows successful teaching | They have enough time to teach junior residents and clerks; They have enough energy to teach junior residents and clerks; They are confident in their ability to teach procedural skills; They are confident in their ability to teach how to run a code; They are confident in their ability to teach how to manage unstable critically ill patients. |
Allows medical skills proficiency | They are confident in their ability to perform procedures; They are confident in their ability to run a code; They are confident in their ability to manage unstable critically ill patients. |
Allows successful learning | They have opportunities to learn procedures through simulation training; They can acquire new knowledge; They can retain new knowledge to apply to patient care; Their overall educational experience is satisfying. |
Allows staff physician supervision | They have the opportunity to review cases with attending physicians; Their clinical skills (history and physical) are observed by an attending physician; They receive feedback from attending physicians. |
Causes rotation disruptions | Their ambulatory care rotations are frequently interrupted due to MTU on call duties. |