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Chapter 1: Guidelines for the Provision of Anaesthesia Services: The Good Department 2025
Arrangements to handover duties easily and swiftly should be made promptly and sympathetically to enable the anaesthetist or staff member to have time away from the workplace following a major adverse event. Additional support should be provided on return to work and also when the anaesthetist is presented with similar clinical scenarios.97
Chapter 5: Guidelines for the Provision of Emergency Anaesthesia Services 2025
Anaesthetists in training should be given the appropriate level of responsibility, according to their competence and level of training, to gain the experience of emergency anaesthesia to enable them to function as a consultant later in their career. Anaesthetists in training must be appropriately supervised at all times; rotas and staffing arrangements should be in place to facilitate this training.96
October’s Black History Month celebrates the contributions of individuals of Black heritage, including those within the NHS. It is also an opportunity to highlight the academic challenges faced by healthcare professionals from under-represented groups, emphasising the need for diversity in our healthcare system.
Disparities in clinical academia stem from the intersection of ethnicity and gender, in addition to other contributing factors, including lack of mentorship, systemic biases, and the ‘minority tax’. For ethnic minorities, the negative correlation between clinical time and scholarly productivity diverts time away from career advancement, hindering their professional growth compared to peers.
Embracing research diversity improves care equity, reduces differential attainment for anaesthetists, and bridges gaps in academic leadership. It promotes equity-minded environments and builds a workforce that reflects the population it serves. This article examines these disparities and efforts to improve diversity in anaesthesia research.