Trainee Doctors’ Perception of the Adequacy of Support During Their Intensive Care Attachment- A Phenomenological Study

Abstract BACKGROUNDThe perception of junior non-anaesthetic trainees’ educational support during their Intensive Care attachment was evaluated by this study using a phenomenological approach. The author in his role as College Tutor for Intensive Care was evaluating the factors within the Intensive Care environment which led to supporting the junior trainees in this tense environment and whether it can help trainees to adapt to changing doctor’s roles in the future. The aim was to evaluate the factors which influenced junior trainees learning and ability to effectively perform on a daily basis within the stressful intensive care environment.RESULTSThemes affecting learning included: Authority, Hierarchy, Safety, Intimidating environment, Disorientation, Friendliness, limited member of the team, Dreading on-call duties, communication and consultant input.CONCLUSIONThe author suggested a ‘tripod of critical care support’ with the junior doctor at the apex and three arms of support comprising; the nurses, consultants and the intensive care environment. These three components combine to form the ‘critical care culture’ which trains, nurtures and support critical care doctors. It is evident from the trainees’ interview that the presence of a critical care culture is a palpable entity with the nurses at the center reinforcing the status quo and the trainees need to be on the nurses ‘good side’ in order to maximize and enjoy their critical care rotation.