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The Perceived Effect of Duty Hour Restrictions on Learning Opportunities in the
Intensive Care Unit
#MMPMID26217422
Sabri N
; Sun NZ
; Cummings BA
; Jayaraman D
J Grad Med Educ
2015[Mar]; 7
(1
): 48-52
PMID26217422
show ga
BACKGROUND: Many countries have reduced resident duty hours in an effort to
promote patient safety and enhance resident quality of life. There are concerns
that reducing duty hours may impact residents' learning opportunities.
OBJECTIVES: We (1) evaluated residents' perceptions of their current learning
opportunities in a context of reduced duty hours, and (2) explored the perceived
change in resident learning opportunities after call length was reduced from 24
continuous hours to 16 hours. METHODS: We conducted an anonymous, cross-sectional
online survey of 240 first-, second-, and third-year residents rotating through 3
McGill University-affiliated intensive care units (ICUs) in Montreal, Quebec,
Canada, between July 1, 2012, and June 30, 2013. The survey investigated
residents' perceptions of learning opportunities in both the 24-hour and 16-hour
systems. RESULTS: Of 240 residents, 168 (70%) completed the survey. Of these
residents, 63 (38%) had been exposed to both 24-hour and 16-hour call schedules.
The majority of respondents (83%) reported that didactic teaching sessions held
by ICU staff physicians were useful. However, of the residents trained in both
approaches to overnight call, 44% reported a reduction in learner attendance at
didactic teaching sessions, 48% reported a reduction in attendance at midday
hospital rounds, and 40% reported a perceived reduction in self-directed reading
after the implementation of the new call schedule. CONCLUSIONS: A substantial
proportion of residents perceived a reduction in the attendance of
instructor-directed and self-directed reading after the implementation of a
16-hour call schedule in the ICU.
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