Pediatric hospital resources including critical care faculty (intensivists) redeployed to provide care to adults in adult ICUs or repurposed PICUs during wave 1 of the coronavirus disease 2019 (COVID-19) pandemic.
To determine the magnitude of pediatric hospital resource redeployment and the experience of pediatric intensivists who redeployed to provide critical care to adults with COVID-19.
A mixed methods study was conducted at 9 hospitals in 8 United States cities where pediatric resources were redeployed to provide care to critically ill adults with COVID-19. A survey of redeployed pediatric hospital resources and semistructured interviews of 40 redeployed pediatric intensivists were simultaneously conducted. Quantitative data were summarized as median (interquartile range) values.
At study hospitals, there was expansion in adult ICU beds from a baseline median of 100 (86–107) to 205 (108–250). The median proportion (%) of redeployed faculty (88; 66–100), nurses (46; 10–100), respiratory therapists (48; 18–100), invasive ventilators (72; 0–100), and PICU beds (71; 0–100) was substantial. Though driven by a desire to help, faculty were challenged by unfamiliar ICU settings and culture, lack of knowledge of COVID-19 and fear of contracting it, limited supplies, exhaustion, and restricted family visitation. They recommended deliberate preparedness with interprofessional collaboration and cross-training, and establishment of a robust supply chain infrastructure for future public health emergencies and will redeploy again if asked.
Pediatric resource redeployment was substantial and pediatric intensivists faced formidable challenges yet would readily redeploy again.
To provide care to the massive number of individuals hospitalized during the peak of the first wave of the ongoing coronavirus disease 2019 (COVID-19) pandemic, US health care systems surged in their resource capacity in various ways, including redeployment of human and material resources. Pediatric hospital resources were redeployed to take care of critically ill adults who were disproportionately affected, including pediatric intensivists who were redeployed to adult ICUs or PICUs repurposed as adult ICUs.1–4 This redeployment activity was often abrupt, given the rapid spread of the pandemic across the United States, with little time to prepare.
To determine the magnitude of redeployment of resources and investigate the experience of pediatric intensivists who redeployed, we conducted a mixed (qualitative and quantitative) methods study at 9 hospitals in 8 cities across the United States where pediatric resources were redeployed.
Methods
Research Setting
The research settings were 9 PICUs located in 8 cities in the states of Michigan, New York, Massachusetts, Maryland, South Carolina, Arizona, Missouri, and Utah, representing all US census regions. Over-sampling was done of New York, the US epicenter of wave 1 of the pandemic, with 2 PICUs participating. Study hospitals were recruited based on reported PICU repurpose1–4 and via phone and e-mail correspondence to PICU hospitals across the United States.
Research Design
A mixed methods (quantitative and qualitative) study was conducted between February 16, and November 10, 2021, with inclusion of all census regions as the epicenter of wave 1 of the pandemic migrated across the United States.
Quantitative Study (Survey)
I. Data Collection
Each of the 9 study site investigators reviewed local hospital data to complete a questionnaire (Appendix 1) designed to inventory key hospital resources and the magnitude of their redeployment.
II. Data Analysis
Descriptive analysis was performed using Stata version 15 (StataCorp), with data summarized as median values with corresponding interquartile (25th–75th percentiles) range (IQR). Resource redeployment (percentage) was calculated as: number redeployed during peak of first wave of pandemic ÷ overall number at baseline × 100.
Qualitative Study (Interviews)
I. Data Collection
Eligible study subjects were pediatric intensivists who redeployed to provide care to adults with COVID-19 at the study hospitals. After purposive sampling among eligible faculty who redeployed to provide adult COVID care by the site investigators, semistructured interviews were conducted by the principal investigator (F.O.O.) via a private video interface using a script (Appendix 2) constructed with information from 2 sources: priorities for rapid-cycle research and evaluation projects on COVID-19 from AcademyHealth - the leading US health services research and policymaking organization,5 and the authors’ experience during redeployment. The instrument was pilot tested with pediatric intensivists who were neither study participants nor redeployed. Interviews were audio-recorded and transcribed verbatim to enable comprehensive analysis of their content using RevAI, a transcription software program (San Francisco, CA). Thereafter, transcripts were manually reviewed for accuracy by 2 investigators (F.O.O. and A.D.). Each participant received a $100 gift card as a token of appreciation.
II. Data Analysis
Transcripts were imported into ATLAS/ti version 9 (Berlin, Germany) and analyzed by the principal investigator (F.O.O.), with open coding of data and subsequent sorting of codes into meaningful categories. Two coinvestigators (E.C., A.D.), applied codes to the data in 5 of the transcripts and intercoder agreement was determined to be 90%.6 On a paragraph-by-paragraph basis, labeled categories from the data were developed following a process of category saturation and relationships between categories were established in an iterative process. The data were arranged into sections for each category with distilled summaries of views and experiences. Thematic content analysis was used to derive themes from the data using an inductive approach. Results of the analysis are presented by domain from the interview guide with report of the number (%) of intensivists who endorsed a concept within each theme. Also, data were summarized as frequency (n) and proportions (%) for interview questions that required numerical responses, such as types of COVID ICU settings, comfort with redeployment, daily unit activities, and decision-making. Finally, all data were interpreted by all investigators. Results are reported using the Standards for Reporting Qualitative Research checklist.7 The University Institutional Review Board approved the study.
Results
Survey of Hospital Resources
Nine PICUs within university children’s hospitals that were not free-standing children’s hospitals participated. They had a median of 26 (IQR: 23–28) beds with 1110 (598–1683) children admitted therein in 2019. The PICUs were separate from pediatric cardiac ICUs in one-third of the hospitals, and the average nurse: patient ratio was 1:2 in 8 of 9 (89%) PICUs and 1:1 in 1.
Study hospitals, staffed with a median of 75 (49–83) adult intensivists, had a significant growth in the number of ICU beds to provide care to adults with COVID-19, from a baseline count of 100 (86–107) to 205 (108–250) at the peak of wave 1 of the pandemic. The number of beds did not completely return to baseline after wave 1, with 106 (100–110) beds on average. At the peak of wave 1, there were 241 (155–337) hospitalized adult patients with COVID-19, more than the number of children (18; 0–53) who were concurrently hospitalized regardless of COVID-19 status. At the time of the survey, hospitals were still providing care to 83 (27–87) adults and 1 (1–5) child, on average, with COVID-19.
Resource redeployment across study hospitals included a median of 88% (66–100) of pediatric intensivists, 46% (10–100) of nurses, 90% (0–100) of continuous renal replacement therapy (CRRT) machines, and 72% (0–100) of invasive mechanical ventilators (Table 1). Three of the 9 PICUs were completely repurposed to adult care.
Resource Redeployment to Adult Care at the Peak of Wave 1 of the COVID-19 Pandemic
. | Number at Baseline Median (IQR) . | Number Redeployed Median (IQR) . | Redeployment % Median (IQR) . |
---|---|---|---|
PICU human resources | |||
Faculty | 12 (10–16) | 9 (8–12) | 88 (66–100) |
Nurses | 83 (65–129) | 59 (13–65) | 46 (10–100) |
Respiratory therapists | 19.5 (10–56) | 4 (0–6) | 48 (18–100) |
Fellows | 6 (0–10) | 1.5 (0–4) | 33.3 (0–100) |
Nurse practitioners or physician assistants | 4 (1–12) | 0 (0–4) | 0 (0–75) |
Social work and child life staff | 2 (2–4) | 2 (0–4) | 86 (0–1) |
Pediatric hospital technology | |||
Extracorporeal membrane oxygenation circuits (7 of 9 hospitals)b | 7 (2–16) | 0.5 (0–2) | 0 (0–69) |
Continuous renal replacement therapy circuits or hemodialysis machines (6 of 9 hospitals)b | 3 (1–6) | 2 (0–3) | 90 (0–100) |
Mechanical ventilators (6 of 9 hospitals)b | 98 (98–111) | 28.5 (7–70.5) | 72 (0–100) |
High flow nasal cannula machines and noninvasive ventilators (5 of 9 hospitals)b | 36 (23–36) | 0 (0–14) | 0 (0–100) |
Pediatric hospital beds | |||
PICU beds | 26 (23–28) | 8 (0–20) | 71 (0–100) |
CICU bedsa | 14 (12–17) | 0 | 0 |
Intermediate or step-down ICU beds | 0 (0–4) | 0 | 0 |
General care ward beds | 87 (44–203) | 22.5 (2.5–44) | 22 (1–75) |
. | Number at Baseline Median (IQR) . | Number Redeployed Median (IQR) . | Redeployment % Median (IQR) . |
---|---|---|---|
PICU human resources | |||
Faculty | 12 (10–16) | 9 (8–12) | 88 (66–100) |
Nurses | 83 (65–129) | 59 (13–65) | 46 (10–100) |
Respiratory therapists | 19.5 (10–56) | 4 (0–6) | 48 (18–100) |
Fellows | 6 (0–10) | 1.5 (0–4) | 33.3 (0–100) |
Nurse practitioners or physician assistants | 4 (1–12) | 0 (0–4) | 0 (0–75) |
Social work and child life staff | 2 (2–4) | 2 (0–4) | 86 (0–1) |
Pediatric hospital technology | |||
Extracorporeal membrane oxygenation circuits (7 of 9 hospitals)b | 7 (2–16) | 0.5 (0–2) | 0 (0–69) |
Continuous renal replacement therapy circuits or hemodialysis machines (6 of 9 hospitals)b | 3 (1–6) | 2 (0–3) | 90 (0–100) |
Mechanical ventilators (6 of 9 hospitals)b | 98 (98–111) | 28.5 (7–70.5) | 72 (0–100) |
High flow nasal cannula machines and noninvasive ventilators (5 of 9 hospitals)b | 36 (23–36) | 0 (0–14) | 0 (0–100) |
Pediatric hospital beds | |||
PICU beds | 26 (23–28) | 8 (0–20) | 71 (0–100) |
CICU bedsa | 14 (12–17) | 0 | 0 |
Intermediate or step-down ICU beds | 0 (0–4) | 0 | 0 |
General care ward beds | 87 (44–203) | 22.5 (2.5–44) | 22 (1–75) |
Redeployment % = number redeployed ÷ number at baseline × 100, summarized across the study hospitals. CICU, cardiac ICU.
Six of 9 hospitals had a CICU.
These resources were shared at baseline between adult and pediatric patients at some hospitals so estimates include fewer than 9 hospitals.
Pediatric Intensivist Interviews
Forty pediatric intensivists from the 9 study hospitals were interviewed. Of these, 36 (90%) trained in pediatrics and 4 (10%) in medicine-pediatrics as their primary specialty. Before the pandemic, they provided care to children and adolescents across a wide age spectrum, with 33 (83%) treating patients up to 21 years, 6 (15%) up to their 20th birthday, and 1 (2%) treating some into their 30s.
The Redeployment Event: Preparation, Comfort With Redeployment, Legal Coverage
Across the 9 hospitals, faculty were redeployed to 1 of 4 models of care coverage: a repurposed PICU (42.5%), a physically separate adult COVID ICU (32.5%), a repurposed PICU and a physically separate COVID ICU (12.5%), or a repurposed pediatric ward (12.5%). Redeployment was abrupt in many instances with 16 (40%) respondents having less than 1 week to prepare, including 6 hours for 1 respondent. Thirteen (33%) faculty had a 2-week lead time before redeployment, whereas 6 (15%) had 3 to 4 weeks to prepare. Most (70%) respondents were not involved in the preparations for redeployment.
Only 10 (25%) faculty felt prepared to staff the adult COVID-ICU, and only 4 (10%) faculty reported having received formal training in adult COVID care. Faculty expressed varying levels of comfort with redeployment: 22 (55%) were uncomfortable, 11 (28%) were comfortable, and 7 (17%) were comfortable with the similarity of physiologic perturbations to that observed in pediatric patients but uncomfortable with the disease, unit culture and unfamiliarity, and patient comorbidities. Despite varying levels of comfort with redeployment, respondents were driven by either a desire to help:
“It was very clear that our adult colleagues needed help and we had to step up and help. And that was it.”
“What I think is the biggest thing is the adults were, I mean, my adult colleagues were, and probably still are, completely overworked and exhausted and burnt out.”
Or respondents were driven by a sense of duty:
“It was not the most fun experience, but I think it was meaningful. And for me, I felt like I needed to do it to sort of fulfill that duty as a physician during a pandemic.”
“I think that’s why we’re here and that it’s part of our duty to serve, and the responsibility we have for the skills and training that we’ve been given.”
Faculty were provided legal coverage for the redeployment according to 26 (65%) respondents, whereas 12 (30%) responded to the contrary, and 2 (5%) were uncertain regarding legal coverage. The duration of redeployment, in descending order of frequency was: 1 to 2 months (42%), 3 months (32%), 4 to 6 months (10%), 1 to 3 weeks (8%), and 9 months (3%). Two (5%) respondents were still redeployed at the time of interview.
The Overall Experience
Qualitative analysis revealed 5 themes regarding the redeployment experience, including:
how challenging it was:
“I’ve only been out of fellowship for about almost 3 years and it was probably the most difficult 6 weeks I think of my career because I just felt like I didn’t know what I was doing and that’s just not an easy settling feeling for me. It was sad and it was frustrating that I didn’t feel like I was providing the best care.”
the significant difference from routine clinical practice:
“I got plenty of help and we gave our nurses a ton of leeway in terms of adjusting phenylephrine drips or adjusting norepinephrine drips or propofol or hydromorphone or whatever. We gave parameters and they did it. And that’s not the way we generally would practice in pediatrics. We are such micromanagers in the pediatric ICU. We couldn’t function that way because you had to give them parameters for the once an hour when they were going into the room.”
the positive feelings engendered:
“I think that it felt like we were able to help. I think that the whole world around us was exploding and as an intensivist, you suddenly realize like you’re in small company, suddenly like respiratory therapy, ICU nursing and ICU medicine was on the daily news. And I felt like we had a great deal to offer, and we were able to offload our adult colleagues enough to be able to get through. Like we just were able to shore up the system that meant that our patients never reached this level of crisis standards of care and that felt really good.”
the extent of overlap between adult and pediatric medicine:
“I think there were a lot of things that are similar to pediatric patients, and they have a lot of strengths in that ICU that I think that the pediatric ICUs may or may not, depending on where you work. It was just an interesting experience, and I learned a lot.”
the seamless facilitation of patient flow processes by the unit or divisional leadership:
“…There was a kind of staffing call every day between the adults and us. Most of the time, as long as our medical director or our division chair was available, they would help take that call and help screen which patients the adults kind of wanted to offload and do that.”
The Daily Process
The majority (87%) of faculty led clinical and teaching rounds and all had ample access to medical subspecialists either pediatric- or adult-focused. Access to ancillary care, including social work, pastoral care, and therapists, was limited per 10 (25%) respondents, but readily available according to others.
Eight (20%) respondents did not institute extracorporeal membrane oxygenation (ECMO) or CRRT in their patients, 16 (40%) used both technologies, and 16 (40%) deployed CRRT but not ECMO. Regarding the existence and use of dedicated procedure teams at their hospitals, 19 (47.5%) respondents acknowledged their existence and used them, 9 (22.5%) were aware of them but did not use them, 11 (27.5%) did not have procedure teams available, and 1 respondent was unaware if they existed.
Decision-making
Thirty (75%) respondents experienced difficulties with decision making often driven by paucity of knowledge about COVID-19. Themes regarding these difficulties, illustrated in Table 2, included: when to escalate care, the jarring difference in clinical practice settings and patient population, self-doubt, end-of-life decision making, and prognostic uncertainty.
Qualitative Analysis: Difficulties With Decision Making
Theme . | Sample Quotes . |
---|---|
Care escalation conundrum | “What I found to be a little bit challenging from a decision-making perspective is, some of these adults, they would come in and they were already so sick that, you know, they were at what we would call the proverbial wall. You are on 3 pressors, you are hypotensive. I think understanding what, if any other therapeutic interventions would and should be offered to that patient when it is 2 o’clock in the morning, and you are the person there as the pediatrician.” |
“One of the hardest ones I think was whether or not a patient was an ECMO candidate and whether or not it was time for ECMO. We had a team that we reached out to, so that was probably one of the harder kind of decisions, but you always have someone to talk to about it. And, so you kind of felt like you were looking at the information together and kind of coming up with a strategy together.” | |
Different clinical practice or patients | “There was definitely some trepidation in some decision-making. A lot of times in pediatrics, we ask for the opinions of consultants and we get to decide if we want to follow them or not, but sometimes when we were consulting the adult subspecialists, I just had to trust that their recommendations were appropriate and use them. I didn’t have as much sort of teeth to really sort of push back at them and say, should we do this instead?” |
“I definitely had some difficulty with decision-making. Some of it was just like the normal ARDS stuff I had seen, some of them were just like things that I hadn’t seen as frequently. So, it was sort of like, okay, what’s normal, what’s expected in this patient population?” | |
Self-doubt | “Often, I felt like a resident or a medical student honestly, which was fine, but I think a lot of decisions like constantly second guessing myself if I’m doing the right thing or not. Am I hurting this patient or not? Even if the adults agreed with my decision making, it was constantly this; I think at least I questioned myself a lot to see maybe I was missing a different therapy that we don’t use as often in pediatrics that I just don’t know about.” |
“I think I really like second guessed everything. I would go back and forth between being like, no, you’re an ICU doctor you know this medicine, you know how to treat this, you know how to take care of this, just do what you know, to like the opposite end of being like, but does a fever in this patient mean something different than a fever would mean in my patients or, does a blood pressure of this or a heart rate of that? I mean, it was lots of second guessing of what is the clinical significance of various clinical signs and symptoms or lab values or all sorts of things. So, I at times felt good about my clinical decision making, at times really worried that I wasn’t doing the right thing.” | |
End-of-life care | “I think the end-of-life palliative discussions were still the most difficult, just like they always are; they were exceedingly more difficult especially because you didn’t have family at the bedside to go through the process with, so, having discussions via zoom with like 20 family members is just really hard especially when they haven’t seen their loved one in weeks.” “Usually, the clinical decision-making around codes and during cardiac arrest and pericardiac arrest was very difficult. For some patients who were felt to have a poor prognosis, there was definitely a big effort to have end of life discussions before death.” |
Prognostic uncertainty | “I think that when something was going wrong with a patient, I just didn’t know if it was the natural progression of COVID or if it was something I was missing in an elderly patient.” |
“I remember even people would ask me like how bad is COVID and I’m like, no, the thing is it variably affects people. But when you just can’t predict, like the sickest patient in my unit right now is 51 years old who just had hypertension on 1 agent before this illness and the 80-year-old nursing home resident is sort of nonplussed by this disease. And I think to me that was the cognitive dissonance of like, you just don’t know what to expect and you don’t know who’s going to decompensate and you don’t know who’s going to have that crazy inflammatory response and they might be fine with COVID, but 7, 10 days into it, they’re suddenly sick because of their massive inflammatory response. |
Theme . | Sample Quotes . |
---|---|
Care escalation conundrum | “What I found to be a little bit challenging from a decision-making perspective is, some of these adults, they would come in and they were already so sick that, you know, they were at what we would call the proverbial wall. You are on 3 pressors, you are hypotensive. I think understanding what, if any other therapeutic interventions would and should be offered to that patient when it is 2 o’clock in the morning, and you are the person there as the pediatrician.” |
“One of the hardest ones I think was whether or not a patient was an ECMO candidate and whether or not it was time for ECMO. We had a team that we reached out to, so that was probably one of the harder kind of decisions, but you always have someone to talk to about it. And, so you kind of felt like you were looking at the information together and kind of coming up with a strategy together.” | |
Different clinical practice or patients | “There was definitely some trepidation in some decision-making. A lot of times in pediatrics, we ask for the opinions of consultants and we get to decide if we want to follow them or not, but sometimes when we were consulting the adult subspecialists, I just had to trust that their recommendations were appropriate and use them. I didn’t have as much sort of teeth to really sort of push back at them and say, should we do this instead?” |
“I definitely had some difficulty with decision-making. Some of it was just like the normal ARDS stuff I had seen, some of them were just like things that I hadn’t seen as frequently. So, it was sort of like, okay, what’s normal, what’s expected in this patient population?” | |
Self-doubt | “Often, I felt like a resident or a medical student honestly, which was fine, but I think a lot of decisions like constantly second guessing myself if I’m doing the right thing or not. Am I hurting this patient or not? Even if the adults agreed with my decision making, it was constantly this; I think at least I questioned myself a lot to see maybe I was missing a different therapy that we don’t use as often in pediatrics that I just don’t know about.” |
“I think I really like second guessed everything. I would go back and forth between being like, no, you’re an ICU doctor you know this medicine, you know how to treat this, you know how to take care of this, just do what you know, to like the opposite end of being like, but does a fever in this patient mean something different than a fever would mean in my patients or, does a blood pressure of this or a heart rate of that? I mean, it was lots of second guessing of what is the clinical significance of various clinical signs and symptoms or lab values or all sorts of things. So, I at times felt good about my clinical decision making, at times really worried that I wasn’t doing the right thing.” | |
End-of-life care | “I think the end-of-life palliative discussions were still the most difficult, just like they always are; they were exceedingly more difficult especially because you didn’t have family at the bedside to go through the process with, so, having discussions via zoom with like 20 family members is just really hard especially when they haven’t seen their loved one in weeks.” “Usually, the clinical decision-making around codes and during cardiac arrest and pericardiac arrest was very difficult. For some patients who were felt to have a poor prognosis, there was definitely a big effort to have end of life discussions before death.” |
Prognostic uncertainty | “I think that when something was going wrong with a patient, I just didn’t know if it was the natural progression of COVID or if it was something I was missing in an elderly patient.” |
“I remember even people would ask me like how bad is COVID and I’m like, no, the thing is it variably affects people. But when you just can’t predict, like the sickest patient in my unit right now is 51 years old who just had hypertension on 1 agent before this illness and the 80-year-old nursing home resident is sort of nonplussed by this disease. And I think to me that was the cognitive dissonance of like, you just don’t know what to expect and you don’t know who’s going to decompensate and you don’t know who’s going to have that crazy inflammatory response and they might be fine with COVID, but 7, 10 days into it, they’re suddenly sick because of their massive inflammatory response. |
Adult intensivists served as consultants (53%), a resource (18%), or coattending physicians (13%), whereas 15% of respondents reported no involvement of adult intensivists. Over half (53%) of the respondents reported inclusion of families in decision making more than half the time, 42% less than half the time, and 5% seldom. Bedside visits were only permitted at end-of-life according to all respondents.
Challenges
Respondents faced several challenges including unfamiliarity with unit operations and culture (30%), lack of knowledge of COVID-19 (23%), fear of contracting COVID-19 (20%), limited human and material resources (10%), mental and physical exhaustion (10%), and not having family members at the bedside (7%).
Lessons Learnt
Lessons learnt were captured by these themes: interprofessional collaboration, overlap in care, flexibility, altruism, enhanced clinical skills, happiness in being a pediatrician, and attention to detail (Table 3).
Qualitative Analysis: Lessons Learnt From Redeployment
Theme . | Sample Quotes . |
---|---|
Interprofessional collaboration | “Lessons in just communication and how to collaborate with colleagues that we’ve never previously really collaborated with.” “The importance of having good team members and in particular, how vital our nursing colleagues are. I was very thankful to have experienced adult ICU nurses that I could go and talk with and say this is how I am looking at this patient and hearing everything. And this is what I would propose we do. What are your thoughts on that? How does that line up with what you think, you have seen from the adult providers do and things like that? So, I think the importance of using the resources that you do have was a good lesson.” |
Overlap in care | “I gained confidence in my knowledge as an intensivist, because I think at the end of the day, a lot of critical care is ubiquitous. A lot of the things that I knew how to do were very similar to what adult intensivists need to be able to do when you’re doing critical care. So that felt very reassuring.” “I think that we do more in common than we thought we did and that care is not that different for a 21 year old as opposed to a 28 year old with the same kind of disease process.” |
Flexibility | “I think lessons learned, I think flexibility is probably the big one and that’s just nice. I would say that one of the nice refreshing things is just how grateful the adult clinicians always were that we were willing to help out, and able to help out…being just a continued good team player, as we try to be all the time for things even if you aren’t the most comfortable in the world, I think that we kind of as ICU-trained folks are probably the best backup option for something that I don’t think any of us ever thought we would see in our medical time but just being flexible and being willing to be helpful and how everyone’s attitude really makes a change in how you care and how things go forward for these patients.” |
Altruism | “I think the lessons I learned were that as a medical world, we are willing to kind of put our careers a little bit on the line in the sense of we’re stepping outside of what our medical experience and expectations are, to take care of other patients, to help our colleagues.” “The great thing about medicine is that people are here to help. You can always find help if you ask for it. The more I’ve gotten into my career, the less I know, and people are always willing to help if you ask for it, it’s a team sport.” |
Enhanced Skills | “I think we learned a lot about COVID, the COVID symptoms, like how people presented when they got sick, what the lung disease was like, how long they were sick for and how we could treat them.” “I learned a lot about ARDS and the management of ARDS. I learned a little bit of adult medicine, and that was interesting.” |
Happiness in pediatrics | “I’m happy I went into pediatrics that’s lesson number 1. I never imagined that I would have had to go back and take care of adults again, it had been 20 y or more since I had written a note on an adult patient, the congenital cardiac patient excepted. So, the dynamics of parent and child are exactly where my interests lie, so that solidifies my career goals.” |
Attention to detail | “I think that’s also one of the most distressing things was like, oh my gosh, I’m going to miss something or I’m going to, hopefully not hurt someone because I’ve missed something. So that was one lesson learned is like remembering how to be a detail-oriented resident and attending at the same time.” |
Theme . | Sample Quotes . |
---|---|
Interprofessional collaboration | “Lessons in just communication and how to collaborate with colleagues that we’ve never previously really collaborated with.” “The importance of having good team members and in particular, how vital our nursing colleagues are. I was very thankful to have experienced adult ICU nurses that I could go and talk with and say this is how I am looking at this patient and hearing everything. And this is what I would propose we do. What are your thoughts on that? How does that line up with what you think, you have seen from the adult providers do and things like that? So, I think the importance of using the resources that you do have was a good lesson.” |
Overlap in care | “I gained confidence in my knowledge as an intensivist, because I think at the end of the day, a lot of critical care is ubiquitous. A lot of the things that I knew how to do were very similar to what adult intensivists need to be able to do when you’re doing critical care. So that felt very reassuring.” “I think that we do more in common than we thought we did and that care is not that different for a 21 year old as opposed to a 28 year old with the same kind of disease process.” |
Flexibility | “I think lessons learned, I think flexibility is probably the big one and that’s just nice. I would say that one of the nice refreshing things is just how grateful the adult clinicians always were that we were willing to help out, and able to help out…being just a continued good team player, as we try to be all the time for things even if you aren’t the most comfortable in the world, I think that we kind of as ICU-trained folks are probably the best backup option for something that I don’t think any of us ever thought we would see in our medical time but just being flexible and being willing to be helpful and how everyone’s attitude really makes a change in how you care and how things go forward for these patients.” |
Altruism | “I think the lessons I learned were that as a medical world, we are willing to kind of put our careers a little bit on the line in the sense of we’re stepping outside of what our medical experience and expectations are, to take care of other patients, to help our colleagues.” “The great thing about medicine is that people are here to help. You can always find help if you ask for it. The more I’ve gotten into my career, the less I know, and people are always willing to help if you ask for it, it’s a team sport.” |
Enhanced Skills | “I think we learned a lot about COVID, the COVID symptoms, like how people presented when they got sick, what the lung disease was like, how long they were sick for and how we could treat them.” “I learned a lot about ARDS and the management of ARDS. I learned a little bit of adult medicine, and that was interesting.” |
Happiness in pediatrics | “I’m happy I went into pediatrics that’s lesson number 1. I never imagined that I would have had to go back and take care of adults again, it had been 20 y or more since I had written a note on an adult patient, the congenital cardiac patient excepted. So, the dynamics of parent and child are exactly where my interests lie, so that solidifies my career goals.” |
Attention to detail | “I think that’s also one of the most distressing things was like, oh my gosh, I’m going to miss something or I’m going to, hopefully not hurt someone because I’ve missed something. So that was one lesson learned is like remembering how to be a detail-oriented resident and attending at the same time.” |
The Toll
Of 35 respondents, only 3 (9%) felt no significant personal toll was incurred from the pandemic, whereas 32 (91%) reported the personal toll in 4 themes: high stress, social isolation, physical and mental distress, and fractured society (Table 4). Despite this toll, respondents described significant increase in not only their clinical but also administrative workload during the pandemic. Four respondents were new faculty who relocated and felt very isolated at work and in the community. Two-thirds of respondents felt supported by their division, department, and institution. All but 4 respondents reported significant negative impact of the pandemic on child health care delivery at their hospital.
Qualitative Analysis: The Toll From the Pandemic
Theme . | Sample Quotes . |
---|---|
High stress | “It just felt like it was a lot. At home there were struggles, at work, there were struggles, in my personal life outside of my home, there were struggles. It’s a tough year.” “I think it’s just been sort of this like chronic level of additional stress, I affectionately call it my COVID crap, like every day having to like put on my fanny pack and get my N95 and secure it to my belt buckle and remember my face shield and just kind of just like under kind of chronic stress and having to be prepared like that every day. And then, I think that the visitation and the effect on families has been one thing that has probably stuck with me, I think probably affected me more than perhaps I’ve acknowledged is just like the family dynamics that I hope I never have to see again.” |
Social isolation | “I think from when the pandemic started, it’s been challenging to connect with colleagues in the setting of a non-in-person meeting and really assimilate to a division. It’s been challenging to assimilate to a community that is shut down appropriately.” “It was very strange just because of kind of the place in our life of finishing training, moving to a new city, but also then not being able to explore the new city as everything’s closed down. We didn’t really know a lot of folks so kind of from a personal standpoint, it was a strange transition to a new place, but it was also professionally a strange transition as well.” |
Physical and mental distress | “I will always remember being redeployed and working in a COVID ICU and sending 3 patients over for VV ECMO and only having 1 survive and talking with someone who is old enough to be my grandmother about her husband and withdrawing care on them. And then seeing the devastation in a mother’s eyes as we perform ECPR on her child and the mom has to stay in the room because if she leaves, she can’t come back and, oh my God, I don’t think that this child is going to make it, and that we can’t have this mom leave the room, but how do we keep a mother in an ECPR room sitting on the back of the couch, watching the surgeons put cannulas into her groins and not be able to get flow onto ECMO and the blood everywhere and the CPR, how do you erase that from your memory, you can’t.” “I think personally it was a year. I mean……. I was diagnosed with COVID.” |
Fractured society | “I think that it really reinforced that there’s a huge divide in our country that maybe I was trying to ignore.” “My eyes have been open to….because we engaged in a number of research studies, as I’m sure you did, COVID and MISC-related and inequities have been just like just put in our faces and just can’t deny it. It’s really reframed my work as a quality person and as a PICU person, now I’m looking at all of those outcomes with every other thing that I’m doing.” |
Theme . | Sample Quotes . |
---|---|
High stress | “It just felt like it was a lot. At home there were struggles, at work, there were struggles, in my personal life outside of my home, there were struggles. It’s a tough year.” “I think it’s just been sort of this like chronic level of additional stress, I affectionately call it my COVID crap, like every day having to like put on my fanny pack and get my N95 and secure it to my belt buckle and remember my face shield and just kind of just like under kind of chronic stress and having to be prepared like that every day. And then, I think that the visitation and the effect on families has been one thing that has probably stuck with me, I think probably affected me more than perhaps I’ve acknowledged is just like the family dynamics that I hope I never have to see again.” |
Social isolation | “I think from when the pandemic started, it’s been challenging to connect with colleagues in the setting of a non-in-person meeting and really assimilate to a division. It’s been challenging to assimilate to a community that is shut down appropriately.” “It was very strange just because of kind of the place in our life of finishing training, moving to a new city, but also then not being able to explore the new city as everything’s closed down. We didn’t really know a lot of folks so kind of from a personal standpoint, it was a strange transition to a new place, but it was also professionally a strange transition as well.” |
Physical and mental distress | “I will always remember being redeployed and working in a COVID ICU and sending 3 patients over for VV ECMO and only having 1 survive and talking with someone who is old enough to be my grandmother about her husband and withdrawing care on them. And then seeing the devastation in a mother’s eyes as we perform ECPR on her child and the mom has to stay in the room because if she leaves, she can’t come back and, oh my God, I don’t think that this child is going to make it, and that we can’t have this mom leave the room, but how do we keep a mother in an ECPR room sitting on the back of the couch, watching the surgeons put cannulas into her groins and not be able to get flow onto ECMO and the blood everywhere and the CPR, how do you erase that from your memory, you can’t.” “I think personally it was a year. I mean……. I was diagnosed with COVID.” |
Fractured society | “I think that it really reinforced that there’s a huge divide in our country that maybe I was trying to ignore.” “My eyes have been open to….because we engaged in a number of research studies, as I’m sure you did, COVID and MISC-related and inequities have been just like just put in our faces and just can’t deny it. It’s really reframed my work as a quality person and as a PICU person, now I’m looking at all of those outcomes with every other thing that I’m doing.” |
Preparation for Future Public Health Emergencies
Respondents felt that preparation for future public health emergencies (PHEs) should entail strategic foreplanning, development of a robust supply chain, rapidly adaptable health systems and ensuring autonomy and protection of children’s hospitals to ensure child health care delivery is not compromised (Table 5).
All respondents were willing to redeploy again to take care of adults with COVID-19 if asked.
Qualitative Analysis: Preparation for Future Public Health Emergencies
Theme . | Sample Quotes . |
---|---|
Strategic fore planning | “The biggest thing I think that we need to do is, well, this is going to sound stupid, is to be prepared. Obviously, people are uncertain and are afraid when new things happen, but to provide that best care, to just kind of have some like how to use a PAPR, how to don and doff the PAPR, those sorts of refreshers are always good. I think once the pandemic started, people were uncertain of how to wear that, that made people nervous. Also just having a backup staffing plan. So, I just think like the planning and the staffing that comes with that and kind of have a backup skeletal plan in place that would make things easier and the transition smoother, and people just are prepared that that’s how it’s going to happen. I mean, nobody was prepared I think, to truly be redeployed even though we were.” |
Supply chain | “As a country you have to take it seriously, which is obviously still a problem. Then you have to have the resources and you don’t want to like do it on the fly. You needed to have that stuff in preparation in case it happened.” “I think that we will be wearing PPE for a long time, so I think making sure we have a steady stream of supply for provider safety will be important. I think that we were really behind the times in all of the technology. I think we need a backup of equipment, IV pumps, and feeding pumps and ventilators and even medications. The supply chain is important to making sure we have access to the meds we need to take care of the patients. Even the lab has a shortage of the reagents to test for the virus.” |
Rapid adaptability | “I think, on a big scale, I think it’s similar to what we as a society need to do. And I think it is the understanding that something like this is inevitably going to happen again and that it is not a question of if, but when, and so preparing and putting the investment towards developing a system that can adjust itself to still deliver the same quality of care at that level. That even if we don’t have a specific time point of when that’s going to happen, that the system should be set up to function in that way.” |
“I think the pandemic highlights some of the flaws in our organizational structure. Our organization has multiple hospitals in multiple states. They prefer to unify the process across all hospitals, and I think that creates a weakness in each individual hospital’s ability to adapt to the specific situations that they face. I think we just don’t move fast enough.” | |
Autonomy and protection of pediatric care | “I think that the hospital does a lot of disaster and emergency preparedness planning and I do think that they spend a lot of time thinking about that, but the major problem at my hospital is that I don’t think that they necessarily prioritize pediatric care. So, though they had a plan in place for how to absorb the increased need for critical care beds, that plan included just closing down the pediatric hospital and so I think that’s the problem.” |
Theme . | Sample Quotes . |
---|---|
Strategic fore planning | “The biggest thing I think that we need to do is, well, this is going to sound stupid, is to be prepared. Obviously, people are uncertain and are afraid when new things happen, but to provide that best care, to just kind of have some like how to use a PAPR, how to don and doff the PAPR, those sorts of refreshers are always good. I think once the pandemic started, people were uncertain of how to wear that, that made people nervous. Also just having a backup staffing plan. So, I just think like the planning and the staffing that comes with that and kind of have a backup skeletal plan in place that would make things easier and the transition smoother, and people just are prepared that that’s how it’s going to happen. I mean, nobody was prepared I think, to truly be redeployed even though we were.” |
Supply chain | “As a country you have to take it seriously, which is obviously still a problem. Then you have to have the resources and you don’t want to like do it on the fly. You needed to have that stuff in preparation in case it happened.” “I think that we will be wearing PPE for a long time, so I think making sure we have a steady stream of supply for provider safety will be important. I think that we were really behind the times in all of the technology. I think we need a backup of equipment, IV pumps, and feeding pumps and ventilators and even medications. The supply chain is important to making sure we have access to the meds we need to take care of the patients. Even the lab has a shortage of the reagents to test for the virus.” |
Rapid adaptability | “I think, on a big scale, I think it’s similar to what we as a society need to do. And I think it is the understanding that something like this is inevitably going to happen again and that it is not a question of if, but when, and so preparing and putting the investment towards developing a system that can adjust itself to still deliver the same quality of care at that level. That even if we don’t have a specific time point of when that’s going to happen, that the system should be set up to function in that way.” |
“I think the pandemic highlights some of the flaws in our organizational structure. Our organization has multiple hospitals in multiple states. They prefer to unify the process across all hospitals, and I think that creates a weakness in each individual hospital’s ability to adapt to the specific situations that they face. I think we just don’t move fast enough.” | |
Autonomy and protection of pediatric care | “I think that the hospital does a lot of disaster and emergency preparedness planning and I do think that they spend a lot of time thinking about that, but the major problem at my hospital is that I don’t think that they necessarily prioritize pediatric care. So, though they had a plan in place for how to absorb the increased need for critical care beds, that plan included just closing down the pediatric hospital and so I think that’s the problem.” |
Discussion
The redeployment of pediatric-focused resources to the care of critically ill adults during wave 1 of the COVID-19 pandemic was abrupt and significant in magnitude. Driven by a massive surge in hospitalizations for adult COVID care, there was substantial redeployment of PICU beds, technology, including ventilators and CRRT machines, and human resources including faculty, respiratory therapists, nurses, advanced practice providers, and trainees.
Redeployment of pediatric resources was made possible by low in-hospital census at the children’s hospitals and cancelation of elective surgery. On average, nearly 22% of general care ward beds were repurposed for adult COVID care. Certain technologies, such as high flow nasal cannula devices and noninvasive ventilators were seldom redeployed, likely reflecting their limited use early in wave 1 of the pandemic. This practice was likely buoyed by recommendations against the use of noninvasive ventilators, given concern for aerosol generation.8
The rapidity of redeployment of resources from the study hospitals was likely bolstered by their proximity in space and relationship to adult-focused hospitals to which the resources were relocated. This proximity could be capitalized upon in the future by coordinated efforts at cross-training of clinical staff to provide care across the age spectrum as recommended by respondents; this would be a novel and important ingredient for future planning for PHEs.
Of note, proximity to adult hospitals might not be always salubrious to children’s hospitals if child health care delivery services are compromised or lost, as occurred at some of the study hospitals. This cautionary note is important given the potential for sustained downturn in patient census and loss of child health care services beyond the duration of the event that triggered the resource-diversion.
In preparing for future PHEs, it is important that processes of care, designed in collaboration with frontline workers, are put in place at hospital and regional levels. This inclusive approach will likely enhance the creation of methodologically robust and easily operated clinical processes, unlike what occurred early in the ongoing pandemic.9 The families of the critically ill should be included in such planning as they carry the burden after hospital discharge and their presence can be salutary to patient outcomes.10 Study respondents recommended strategic foreplanning with a clear process to ensure enduring cross-trained staffing models and event simulation, development of a robust supply chain with efficient and equitable distribution of human and material resources, and creation of rapidly adaptable hospital operations. These recommendations, in retrospect, might have addressed concerns expressed by over 4800 US critical care professionals who responded to a survey at the outset of the ongoing pandemic.11 Approximately two-thirds of respondents believed their ICUs were inadequately prepared to treat COVID-19 patients and 94% anticipated ICU personal protective equipment (PPE) shortages with ongoing use at the time.11
Redeployment of pediatric intensivists to provide care to adults with COVID-19 triggered several concerns for many respondents, including their ability to appropriately care for critically ill adults and lack of familiarity with the space and personnel in the COVID ICU, likely stressors aside from the abrupt transition to a new practice environment. Cross-training and simulation of events across pediatric and adult ICUs would ameliorate the unfamiliarity with critically ill adults and with the culture and operations within the ICU of redeployment. Respondents felt event simulation should be an ongoing experience given the laborious, distressful, and often patient-endangering experience of donning and doffing PPE and having to consciously desist from running headlong into patient rooms in an emergency without appropriate PPE. Importantly, faculty with dual adult and pediatric critical care training recently provided important clinical pearls to aid in the care of adult patients with COVID-1912 ; this could serve as a primer for structured programs of interprofessional training and preparedness for future PHEs.
Respondents advocated efficient and equitable distribution of human and material resources to various clinical settings to optimize workflow and patient care in future PHEs. A prior report13 suggested that coordinated planning for PHEs at the regional level might enhance equitable distribution of resources and avoid the shouldering of the burden by individual hospitals.
Findings of similar immediate outcomes of care delivered in the traditional adult ICUs, versus expanded ICUs (including repurposed PICUs) in New York,14 are likely to assuage concerns regarding outcomes of adult COVID care delivered by pediatric instead of adult intensivists. Ethical concerns raised about the care of critically ill adults by pediatric intensivists and the redeployment of resources from children’s hospitals to adult care are also worthy of note.13,15,16 Given the suddenness of the pandemic, however, there was little time for hospitals to adequately prepare and redeployment was deemed appropriate to provide care to adults who were disproportionately afflicted during wave 1. At the individual level, pediatric intensivists had to balance their personal burden of providing care out of their normal scope of practice with the community-level benefit that accrued from providing care to a large population of sick adults and mitigating burnout in their adult counterparts.
Although concerns regarding legal coverage for redeployment were not uppermost in the respondents’ consciousness as many felt state governments had permitted such redeployment given the dire circumstances, planning for future PHEs should incorporate documented legal coverage that is known to those who redeploy. Heartwarmingly, all respondents would accede to requests to redeploy in the future as a sense of professional duty and obligation.
In addition to the burden of caring for a new population, respondents described the personal toll incurred from the pandemic as significant, including stress, social isolation, physical and mental distress, and exhaustion, corroborating prior literature.17–21 Concerted efforts by institutional leaders to ensure well-being of health care workers is important during a PHE. A model program created to address negative effects of the pandemic on the well-being of faculty has been described.22 It was instructive to learn that respondents greatly appreciated the efforts by ICU leaders to ensure smooth workflow during the redeployment period. Leadership is critical during PHEs and communication about plans and workflow needs to be measured and well-paced.23 Corroborating prior literature,4,24 several respondents also commended their leaders for keeping them in a repurposed PICU rather than relocating to an unfamiliar environment.4,24
The study findings should be interpreted in light of certain limitations. The study was conducted 10 months after the onset of the pandemic subjecting the findings to recall bias. It was, however, important to delay the study till the pandemic spread to all census regions to enhance the external validity of the findings. Also, pediatric intensivists face end-of-life and other serious clinical scenarios often in their daily work so forgetting the important events surrounding the redeployment is very unlikely. The full extent of redeployment of pediatric resources at children’s hospitals in the United States is unknown, however, this limitation to the generalizability of the reported findings is likely mitigated by including hospitals across all census regions. The findings are descriptive and hypothesis-generating in nature. The interactive and open-ended nature of the interviews, however, made it possible to obtain in-depth and experiential information on an unprecedented event that may generate hypotheses for future studies regarding response to PHEs.
Though prior reports described the process of reconfiguration of space into a COVID ICU, including PICU repurpose,24–28 and highlighted critical steps to ensure the successful launch of such units, this is the first study to explore the in-depth experience of pediatric intensivists who redeployed as frontline care providers, providing a rich overview of the experience with insight into the daily workings in units rapidly created to provide care to an unfamiliar critically ill adult population with an often lethal disease.
Conclusions
Pediatric hospital resource redeployment was substantial and pediatric intensivists faced formidable challenges yet would readily redeploy again.
Dr Odetola had full access to the data and takes responsibility for the integrity of the data and the accuracy of the data analysis, and he participated in study conception and design, data acquisition and interpretation, and drafting of the manuscript; Drs Carlton, Anspach, Evans, Howell, Keenan, Kolovos, Levin, Mendelson, Ushay, and Yager, and Ms Dews participated in study conception and design and interpretation of the data; and all authors participated in critical revision of the manuscript for important intellectual content, approved the final manuscript as submitted, and agree to be accountable for all aspects of the work.
FUNDING: This study was funded by the Susan B. Meister Child Health Evaluation and Research Center, University of Michigan.
CONFLICT OF INTEREST DISCLOSURES: The authors have indicated they have no conflicts of interest relevant to this article to disclose.
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