Junior Doctors' Perceptions of Critical Care Education in Medical School and the Association with Confidence in Core Clinical Skills: A Survey of Graduates in Queensland, Australia.
- 1Medical Education, School of Medicine & Dentistry, Griffith University, Gold Coast Campus, 4222 Gold Coast, Australia.
- 2School of Medicine & Dentistry, Griffith University, Gold Coast Campus, QLD 4222 Gold Coast, Australia.
Abstract
Confidence in critical care skills is essential for junior doctors. However, exposure to anaesthetics and critical care during medical school remains limited. This study evaluates how perceptions of undergraduate critical care teaching influence junior doctors' confidence in core clinical skills. A cross-sectional survey was distributed to junior doctors across Queensland, Australia. Quantitative data captured exposure to anaesthetics, perceived quality of teaching, and confidence in skills such as bag-mask ventilation (BMV) and pre-anaesthetic assessment. Qualitative data explored factors influencing career interest in critical care. Quantitative analysis was performed using chi-square testing, and qualitative responses underwent thematic analysis. Sixty junior doctors completed the survey. Most reported 0-2 weeks of anaesthetic placement, and 48.3% rated their teaching as "intermediate." Despite limited exposure, 61.7% reported confidence performing BMV, and 50% in pre-anaesthetic assessments. Higher perceived quality of teaching was significantly associated with greater confidence in BMV (p = 0.009) and pre-anaesthetic assessment (p = 0.008). Placement duration alone did not correlate with BMV confidence but did correlate with pre-anaesthetic assessment confidence (p = 0.004). Qualitative analysis identified themes relating to lifestyle, shift work, speciality exposure and competing interests in other specialties. l Perceived quality of undergraduate critical care education was associated with increased confidence in core skills. Placement duration alone may not improve confidence in high-risk procedures such as BMV. Implementing standardised learning objectives, structured placements, and earlier clinical exposure may improve preparedness, support safer clinical practice, and better inform career choices among junior doctors.
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BibTeX
@article{boddeti2026junior,
title = {{Junior Doctors' Perceptions of Critical Care Education in Medical School and the Association with Confidence in Core Clinical Skills: A Survey of Graduates in Queensland, Australia.}},
author = {Sree Boddeti and Ishvar Nedunchezhian and Vinod Gopalan},
journal = {Medical science educator},
year = {2026},
month = jul,
doi = {10.1007/s40670-026-02797-2},
url = {https://europepmc.org/article/MED/42968769},
note = {CC BY},
}
RIS
TY - JOUR
TI - Junior Doctors' Perceptions of Critical Care Education in Medical School and the Association with Confidence in Core Clinical Skills: A Survey of Graduates in Queensland, Australia.
AU - Sree Boddeti
AU - Ishvar Nedunchezhian
AU - Vinod Gopalan
PY - 2026
DA - 2026/07/14
JO - Medical science educator
DO - 10.1007/s40670-026-02797-2
UR - https://europepmc.org/article/MED/42968769
AB - Confidence in critical care skills is essential for junior doctors. However, exposure to anaesthetics and critical care during medical school remains limited. This study evaluates how perceptions of undergraduate critical care teaching influence junior doctors' confidence in core clinical skills. A cross-sectional survey was distributed to junior doctors across Queensland, Australia. Quantitative data captured exposure to anaesthetics, perceived quality of teaching, and confidence in skills such as bag-mask ventilation (BMV) and pre-anaesthetic assessment. Qualitative data explored factors influencing career interest in critical care. Quantitative analysis was performed using chi-square testing, and qualitative responses underwent thematic analysis. Sixty junior doctors completed the survey. Most reported 0-2 weeks of anaesthetic placement, and 48.3% rated their teaching as "intermediate." Despite limited exposure, 61.7% reported confidence performing BMV, and 50% in pre-anaesthetic assessments. Higher perceived quality of teaching was significantly associated with greater confidence in BMV (p = 0.009) and pre-anaesthetic assessment (p = 0.008). Placement duration alone did not correlate with BMV confidence but did correlate with pre-anaesthetic assessment confidence (p = 0.004). Qualitative analysis identified themes relating to lifestyle, shift work, speciality exposure and competing interests in other specialties. l Perceived quality of undergraduate critical care education was associated with increased confidence in core skills. Placement duration alone may not improve confidence in high-risk procedures such as BMV. Implementing standardised learning objectives, structured placements, and earlier clinical exposure may improve preparedness, support safer clinical practice, and better inform career choices among junior doctors.
SN - 2156-8650
ER -