Multi-source feedback following simulated resuscitation scenarios: a qualitative study.

Area of Science:

• Medical Education
• Resuscitation Training
• Competency-Based Medical Education

Background:

• Direct assessment of learners' resuscitation skills is difficult due to the nature of critical events.
• Multisource feedback (MSF) can enhance the quality and depth of learner assessments.
• Simulation-based curricula provide a controlled environment for evaluating these skills.

Purpose of the Study:

• To explore the assessment rationale of attending physicians, registered nurses, and resident peers.
• To identify similarities and differences in feedback provided within a simulation-based resuscitation curriculum.
• To understand how MSF contributes to a holistic assessment of resident performance.

Main Methods:

• Qualitative content analysis of narrative MSF from postgraduate year 1 residents in a resuscitation course.
• Inclusion of data from attending physicians, registered nurses, resident peers, and self-assessments.
• Thematic analysis using a constant comparative method to identify key assessment themes.

Main Results:

• Four emergent themes: Communication, Leadership, Demeanor, and Medical Expert.
• Nurses emphasized patient-centered care and communication; attending physicians focused on medical expertise.
• Peer feedback was generally the most positive; self-assessments covered all four themes.

Conclusions:

• MSF provides diverse perspectives on resuscitation skill assessment rationale.
• Integrating feedback from multiple sources offers a more holistic view of resident performance.
• This approach supports robust assessment within competency-based medical education (CBME) programs.