Talk Description
Authors: Dr Su May Koh, Royal Children’s Hospital, Australia; Dr Tim Clement, The University of Melbourne, Australia; Dr Hamed Akhlaghi, The University of Melbourne, Australia.
Introduction:
This research is an exploration of trainee perceptions and experiences of the current ANZCA (Australian and New Zealand College of Anaesthetists) Workplace-Based Assessments (WBAs). WBAs have been shown to improve the quality and focus of feedback for trainees as well as being reliable workplace performance assessment tools[3]. However, in an audit of previous ANZCA WBAs it was found that the majority had little actionable feedback and in 2018 a revised WBA format was introduced by ANZCA.
This research is an exploration of trainee perceptions and experiences of the current ANZCA (Australian and New Zealand College of Anaesthetists) Workplace-Based Assessments (WBAs). WBAs have been shown to improve the quality and focus of feedback for trainees as well as being reliable workplace performance assessment tools[3]. However, in an audit of previous ANZCA WBAs it was found that the majority had little actionable feedback and in 2018 a revised WBA format was introduced by ANZCA.
This is an important review as our trainees as adult learners should be actively engaged in workplace-based assessments. However, the literature suggests that WBAs have poor engagement from trainees and have become almost a tick-box exercise with limited feedback[2]. It is important to explore whether our trainees feel that the current WBAs are achieving quality feedback.
The study aims were to explore ANZCA trainee perceptions and experiences of WBAs and to examine trainee perceptions of the quality of actionable feedback in ANZCA WBAs. The study also sought to explore the usefulness of WBAs as a tool to improve trainee action plans and change practice through WBA feedback from the trainee’s perspective.
This study reviewed ANZCA trainee perceptions and experiences of WBAs and the degree of actionable feedback from WBAs that trainees could use to improve their practice. Trainee perceptions of supervisor engagement, the ease of use of the WBA tool and any barriers to WBA completion were also assessed as well as any suggestions for improvements.
Methods:
This qualitative interpretivist study was conducted using confidential in-depth semi-structured individual interviews of anaesthesia trainees. Participation was voluntary and written consent was obtained for the interviews. The interviews were transcribed with template analysis of codes and themes performed[1]. Appropriate Ethics Approval was obtained from the Royal Children’s Hospital Ethics Committee (HREC 74835, 5th July 2021) prior to the commencement of the study.
This qualitative interpretivist study was conducted using confidential in-depth semi-structured individual interviews of anaesthesia trainees. Participation was voluntary and written consent was obtained for the interviews. The interviews were transcribed with template analysis of codes and themes performed[1]. Appropriate Ethics Approval was obtained from the Royal Children’s Hospital Ethics Committee (HREC 74835, 5th July 2021) prior to the commencement of the study.
Results:
Nine anaesthesia trainees were recruited and interviewed about their perceptions and experiences of ANZCA WBAs. Recurring themes included trainee perceptions of a lack of actionable written feedback from WBAs, many of which were supervisor dependent. Many trainees reported a lack of understanding and education in early training about the role and expectations of WBAs. Some felt that their supervisors often did not understand the WBA process either. Barriers to WBAs included time and work pressure as well as a lack of supervisor engagement with timely completion of WBAs. Trainees preferred textual feedback to numerical ratings reporting that specific feedback was more useful in improving their practice. Many acknowledged that giving feedback is a skill that many supervisors struggle with.
Nine anaesthesia trainees were recruited and interviewed about their perceptions and experiences of ANZCA WBAs. Recurring themes included trainee perceptions of a lack of actionable written feedback from WBAs, many of which were supervisor dependent. Many trainees reported a lack of understanding and education in early training about the role and expectations of WBAs. Some felt that their supervisors often did not understand the WBA process either. Barriers to WBAs included time and work pressure as well as a lack of supervisor engagement with timely completion of WBAs. Trainees preferred textual feedback to numerical ratings reporting that specific feedback was more useful in improving their practice. Many acknowledged that giving feedback is a skill that many supervisors struggle with.
Discussion/Conclusion:
This small study suggests that greater WBA education and training for supervisors and trainees are needed, particularly education on the role and process of WBAs as well as supervisor training on feedback delivery and timely completion of WBAs.
This small study suggests that greater WBA education and training for supervisors and trainees are needed, particularly education on the role and process of WBAs as well as supervisor training on feedback delivery and timely completion of WBAs.
Conflicts of Interest: None
Keywords:
Workplace-Based Assessments (WBAs), anaesthesia trainees, feedback
Workplace-Based Assessments (WBAs), anaesthesia trainees, feedback
References:
[1] Brooks, J., McCluskey, S., Turley, E., & King, N. (2015). The Utility of Template Analysis in Qualitative Psychology Research. Qualitative Research in Psychology, 12, 202-222.
[2] Crossley, J., & Jolly, B. (2012). Making sense of work-based assessment: ask the right questions, in the way, about the right things, of the right people. Medical Education, 46, 28-37.
[3] Weller, J., Castanelli, D., Chen, Y., & Jolly, B. (2017). Making robust assessments of specialist trainees’ workplace performance. British Journal of Anaesthesia, 118(2), 207-14.