How does feedback on performance of central venous catheter insertion by trainee doctors in both simulation-based and workplace-based assessment influence their confidence and competence in both simulation and the ‘real world’ settings?

Hadley Markus

doi:10.26182/z7y7-4551

How does feedback on performance of central venous catheter insertion by trainee doctors in both simulation-based and workplace-based assessment influence their confidence and competence in both simulation and the ‘real world’ settings?

Hadley Markus

School of Health and Clinical Sciences

Research output: Thesis › Master's Thesis

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Abstract

The development and training of junior doctors' (JMOs) procedural skills for Central Venous Catheter insertion requires assessment and feedback on performance. As the medical training landscape has changed, a paradigm shift from a purely workplace-based to include simulation-based assessment has occurred. The influence of feedback on JMO confidence and competence was explored. A descriptive mixed-methods approach confirmed the value of feedback as perceived by JMOs in both environments and that feedback content as well as the process in delivering feedback were deeply influential. Four main themes were identified as influences of feedback including; dialogue supporting learners, standardisation, flexibility and fidelity.

Original language	English
Qualification	Masters
Awarding Institution	The University of Western Australia
Supervisors/Advisors	Carr, Sandra, Supervisor Fisher, Colleen, Supervisor
Thesis sponsors	Australian Government Research Training Program
Award date	30 May 2021
DOIs	https://doi.org/10.26182/z7y7-4551
Publication status	Unpublished - 2021

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.26182/z7y7-4551

THESIS - MASTER BY RESEARCH - MARKUS Hadley - 2021
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