The Realities of Fatigue for Pediatric Residents: A Qualitative Study
Resident physicians are particularly susceptible to fatigue due to the rigorous demands of their training, which requires them to balance patient care, on-call responsibilities, and educational obligations. Resident fatigue is a complex issue in healthcare, one that previous quantitative studies have often overlooked in terms of depth and nuance. My thesis explored the question: What are the realities of fatigue for residents within a pediatric training program? Through an exploratory qualitative study, I conducted in-depth, semi-structured focus groups with pediatric residents to gain insights into their experiences of fatigue within a Canadian training program. Using reflexive thematic analysis, I developed six interrelated themes, which indicated that the realities of fatigue for the study participants involved: (1) a reluctant indoctrination into working hour expectations; (2) reaching the extreme limits of fatigue; (3) an emotional toll of tiredness; (4) feeling disconnected from others; (5) feeling disconnected from self; all of which were (6) compounded by the competing demands of residency and everyday life. The research findings offer a more comprehensive understanding of the fatigue experienced by residents within their clinical learning environments, helping to humanize their experiences and advocate for a more urgent allocation of resources to mitigate fatigue risk in medical education. Furthermore, the findings challenge deeply rooted cultural norms within medicine that have historically hindered open discussion and action on addressing fatigue among trainees.
Resident fatigue, Postgraduate medical education, Clinical learning environment, Medical culture, Qualitative
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Université d'Ottawa / University of Ottawa