MSS 2020 FALL ePOSTER
“WHO WANTS ME TO DO WHAT?” VARIED EXPECTATIONS FROM KEY STAKEHOLDER GROUPS IN THE SURGICAL INTENSIVE CARE UNIT CREATES A CHALLENGING LEARNING ENVIRONMENT
M Bobel, C Branson, J Chipman, A Campbell, M Brunsvold
University of Minnesota
Poster Presenter: Matthew Bobel, MD
University of Minnesota
Background: Surgical Intensive Care Units (SICUs) are multidisciplinary systems that care for complex, acutely ill patients. At teaching hospitals, SICUs are a classroom for surgical trainees. The literature is sparse in regard to what medical knowledge and which technical and non-technical skills surgery trainees should possess prior to the start of their SICU rotation. In its absence, members of the healthcare team form expectations, which can be variable and change weekly creating a challenging learning environment.
Objective: We aim to identify these expectations of medical knowledge and technical/non-technical skills. We hypothesize that the expectations will not be consistent across key SICU stakeholder groups.
Methods: We conducted 28 one-on-one semi-structured interviews at a large, midwestern academic institution. At least four individuals were interviewed from each of six SICU stakeholder groups: nurses, advanced practice providers, fellows, faculty, and general surgery trainees that had (PG2 trainees) and had not (PG1 trainees) completed a SICU rotation. Interviews were transcribed and coded to identify themes that were common within and among groups. A theme was established if it was identified in the responses of at least three members of a group. Interrater reliability was achieved.
Results: Five of the groups identified at least one medical knowledge theme. However, of the nine themes identified, only four (vasopressors, sepsis, antibiotics, and pulmonary physiology) were identified by more than one group. There were nine technical skills themes identified among the six groups. Two of these themes (central line and arterial line) were identified by all six groups and an additional theme (intubation) was identified by three groups. There were four non-technical skills themes identified among five of the groups. The only theme (interpersonal communication) to be identified by multiple groups was also identified by all five groups.
Conclusion: From the many and varied interview answers, SICU stakeholder groups identified nine medical knowledge themes, nine technical skills themes, and four non-technical skills themes. Yet, few of these themes were consistent among the groups. This suggests the presence of varied expectations both among groups and within each group, which creates a challenging learning environment for trainees in the SICU.
- Author(s) M Bobel, C Branson, J Chipman, A Campbell, M Brunsvold
- Program University of Minnesota
- Category Education | Education Science
- Presentation Type ePoster