Distributed Cognition in "Open" Intensive Care Units: Barriers and Affordances of This Clinical Learning Environment

• In Event: AERA Poster Session 14
  In Poster Session: Division I. Education in the Professions: Poster Session

Abstract

Most teaching hospitals employ “closed” intensive care units (ICUs), an organizational structure where intensivists supervise learners managing critically ill patients. Some hospitals utilize a unique “open” ICU structure, where learners longitudinally follow critically ill patients. This organizational structure with different stakeholders presents unique opportunities for educational research. We conducted semi-structured faculty interviews at X University (which has an open ICU) and qualitatively coded deidentified interview transcripts to inductively analyze the data for themes and subthemes. We identified themes regarding teaching in the open ICU: (1) communication challenges; (2) educational barriers and affordances; (3) structural barriers and affordances. This qualitative study elucidated perceptions of faculty teaching in open ICUs, whose insights can be leveraged to improve teaching, communication, and patient care.

Authors

• Lekshmi Santhosh, University of California - San Francisco

• Justin Louis Sewell, University of California - San Francisco