Table 1

Qualitative themes, subthemes and potential approaches

Theme/SubthemePotential approach
Isolation from peers in training contrasting with a collective call to action
Less or modified forms of socialisation
  • Structured peer-to-peer mentoring

  • Specific junior mentoring

  • Routine and planned socialisation for EM residents and other EM staff

Managing work-related stress
Feeling part of the EM ‘family’
Interns missing meaningful connections
Desire for increased acknowledgement and structured leadership support
Acknowledgement from leadership
  • Resident advocate/designee for operational and administrative input

  • Faculty, educator and leadership recognition of individual and group

  • Transparency in communication

Personal protective equipment and safety
Feeling invisible among the staff
Scheduling and staffing
Uncertainty in future support
Concerns about personal needs and safety within the clinical environment
Anxiety about safety
  • Scheduled on-shift breaks

  • Promoting culture to support trainee mental health on-shift

Basic needs
Small acts of kindness
Fear of missed educational opportunities and lack of professional development
Overburdened by patient care
  • Structure and maintain educational priorities

  • Sustain faculty to resident mentorship for career development

  • Leverage connections for resident job placement

Loss of on-shift teaching
Loss of developmental opportunities
Job market for upcoming graduates
Need for enhanced mental and physical health resources
Resident mental health
  • Normalise discussions on psychological distress in EM

  • Support physical activity/encourage group activities or challenges

  • Accessible and no-charge mental health support and resources

Keeping up with physical health
  • EM, emergency medicine.