| Foundation programme (FP) doctors |
Rota design (n=6): ‘Rationalise the need to put everyone on an emergency rota’; ‘less nights and less intensity’; ‘build more leave into the rota’ Organisation of redeployment/staffing (n=5): ‘more nurses’; ‘set structure of working’ Education and training (n=4): ‘increased ability to do procedures’; ‘formal teaching’; ‘teaching ward rounds needed’ Team working (n=3): ‘Keep people in teams who they work with regularly’; ‘more continuity between teams, consultants changed (too frequently)’ PPE (n=2): ‘less time in PPE’; Environment (n=1); ‘more physical space’. Clinical care (n=1): ‘proning—how to reduce harm’ (Total n=22) |
Rota design (n=3): ‘Standby teams’; ‘self-rostering’; ‘keep areas with consultant group’ Teaching (n=1): ‘Teaching ward rounds’ Proning (n=1): ‘QIP for proning’ PPE (n=1): ‘more variety’ (Total n=6) |
| Core trainees (CTs) |
Team working/support (n=5): Suggestions included handing over in teams (all grades together); ‘include senior registrars in management decisions’ so we know who to go to; Refining the pod system ‘better to know double the number (of patients)… so you could cover each other’ Rest and refreshments (n=4) ‘rest facilities overnight—can we use outpatients?’; ‘more effort put into rest facilities’ Rota design (n=3): ‘more engagement with trainees regarding emergency rota implementation’ Education and training (n=3): ‘Continue weekly teaching meetings’; ‘teaching rounds’ PPE (n=1): ‘more hoods’ Preparedness (n=1) (Total n=17) |
Rota design (n=2): ‘shorter bursts of shifts spread out (more evenly)’ ‘include 8 hour days’ -
Well-being/Appreciation (n=4):
‘Teaming up with life-coach/counsellor’; ‘Recognise trainee body as a group of valued staff’; ‘formal certificates/commemorative items’
Access to teaching (n=2): ‘Zoom teaching’; Communication (n=2): ‘continue daily updates’ (Total n=10) |
Junior registrar
(ST3–4) |
Rest facilities (n=9): ‘relaxation of anti-nap policy at night’; ‘designated rest facilities—so much space in the hospital poorly used’; ‘bigger well-being area’; ‘keep well-being room’. Preparedness/organisation/staffing (n=6): ‘more trained nurses’; ‘greater variety in job allocation’ Teamwork/debriefing/support (n=5): ‘I want to feel included in discussions with consultants’; ‘more trainee involvement (with COVID Assessment Consultant)’; ‘Remember we are senior trainees’ Education and training (n=4): ‘Continuous training by reflecting on cases’; ‘comprehensive plan for getting normal modules signed off’ Rota design (n=3): ‘change the rota to be more balanced’. PPE (n=2) ‘greater appreciation of juniors spending hours in PPE’ -
Communication (n=1)
(Total n=30)
|
Rest facilities (n=4): ‘designated rest facility’ Rotas/organisation (n=3): ‘more breaks rather than a complete week off’ Teaching (n=1): ‘consultants to designate rounds for teaching’ Communication (n=1): ‘remind us at the beginning of the shift which staff have no ICU experience’. (Total n=9) |
Senior registrar
(ST5–8) |
Rota design (n=15): ‘no imposed rota changes’; ‘more days off’; ‘parity and fairness with COVID-19 ICU allocation’; ‘if consultants are not on an emergency rota nor should trainees be on one’. Leadership and management (n=9): ‘involve anaesthetic trainees in the assessment and intubation of patients’; ‘consider stepping senior registrars to leadership roles’; ‘allow senior trainees to have a level of autonomy, for example, make them area leads’. Rest and refreshment facilities (n=5); preparedness and PPE (n=5) Communication and debriefing (n=5): ‘better communication regarding stepping us up or down, honesty and clarity for doing so’; ‘one location for important at a glance changes’; ‘improve command structure and handover process’. Education and training needs (n=5): ‘rotate us around different teams’; ‘involve senior trainees in the bunker meetings’; ‘time back for missed training—I want to get more experience and ensure I’m appropriately trained.’ -
Team-working/support (n=3)
(Total n=47)
|
Leadership experience (n=3): ‘make senior trainees area leads’; ‘get senior trainees in designated supportive roles to help junior trainees’. Teaching (n=3): ‘capitalise on the educational opportunities at hand (respiratory, renal, heart failure)’; encourage ‘(redeployed) specialists provide formal teaching on these topics’ Role allocation (n=2) -
Rota design (n=2)
(Total n=10)
|
