A qualitative exploration of the experiences of students attending interprofessional Schwartz Rounds in a University context

Clancy, Dominique; Mitchell, Annie; Smart, Cordet

doi:10.1080/13561820.2019.1692797

Cited by 4 publications

(6 citation statements)

References 22 publications

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“…Pedagogically, students' interprofessional learning in the workplace has been organised as student activities during or in relation to clinical placements in arrangements that are well known from educational settings. This covers a wide range of activities such as Schwartz rounds (Clancy, Mitchell & Smart, 2020), patient interviews, case studies, structured workshops, ward rounds, shadowing, observations (Anderson, Thorpe, Heney & Petersen, 2009;Kent, Courtney & Thorpe, 2018;Kent, Glass, Courtney, Thorpe & Nisbet, 2020;Kent et al, 2017;Wright, Hawkes, Baker & Lindqvist, 2012), student-led primary care clinics (Kent & Keating, 2015) and student teams (Bondevik, Holst, Haugland, Baerheim & Raaheim, 2015;Gudmundsen, Norbye, Abrandt Dahlgren & Obstfelder, 2019). These initiatives mostly report productive and desirable learning outcomes among students.…”

Section: Introductionmentioning

confidence: 99%

Students’ interprofessional workplace learning in clinical placement

Bivall

Falk

Gustavsson

2021

P&P

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Students’ learning in the workplace during their clinical placements is an important part of their education to become healthcare professionals. Despite the number of studies of student interprofessional learning in clinical placements, little is still known about the significance of interprofessional learning and how it is facilitated and arranged for to occur. This article aims to investigate interprofessional learning between students collaborating in a workplace-driven arrangement integrated into a clinical placement. A focused ethnographic research approach was applied, comprising observations of ten students participating in the arrangement organised by clinical supervisors on a medical emergency ward at a Swedish university hospital, followed by group interviews. Using a boundary-crossing lens, the article analyses the workplace arrangement, in which students’ learning across professional boundaries and their negotiations around a boundary object were prerequisites to coordinate their interprofessional knowledge and manage emerging challenges while being in charge of care on the ward.

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Section: Introductionmentioning

confidence: 99%

Students’ interprofessional workplace learning in clinical placement

Bivall

Falk

Gustavsson

2021

P&P

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“…Barker et al [6] and Jakimowicz and Maben [24] supported this further, by reference to primary evidence in areas such as staff wellbeing and patient experience. Corless et al [37] differed slightly by positioning Rounds more explicitly as a communication skills intervention, while Clancy et al [44] emphasized the opportunities for interprofessional learning. Despite several more years of experiences running Rounds in HEIs, there was consistency between pilot evaluation papers and later interview responses on what Rounds were "for" and could achieve: -"I think we're still not there at all.…”

Section: -Rounds Provide a Reflective Space To Discuss Emotional Chal...mentioning

confidence: 99%

“…[…] actually I think they build relational skills, through things like a Schwartz Round, in a very different way to other ways of learning." -JG Student interviews in Clancy et al [44] confirmed that students experienced Rounds as an opportunity to talk about important aspects of healthcare work that otherwise is not given space and time.…”

Section: -Rounds Provide a Reflective Space To Discuss Emotional Chal...mentioning

confidence: 99%

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How Does a Group Reflection Intervention (Schwartz Rounds) Work within Healthcare Undergraduate Settings? A Realist Review

Hamilton,

Taylor,

Maben

2023

Perspect Med Educ

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Introduction: Schwartz Rounds (“Rounds”) are a confidential group reflection forum, increasingly adopted to support pre-registration healthcare students. This realist review aims to understand what the available literature and key informant interviews can tell us about Rounds in this setting, asking what works, for whom, in what circumstances, and why? Methods: Published literature discussing Rounds in undergraduate settings were analysed using realist methods to describe how, for whom and in which contexts Rounds work. Four key informants were interviewed using realist methods, to further develop, test and refine a programme theory of Rounds in undergraduate settings. Results: We identified five core features and five contextual adaptations. Core: Rounds provide a reflective space to discuss emotional challenges; Rounds promote an open and humanised professional culture; Rounds offer role-modelling of vulnerability, enabling interpersonal connectedness; Rounds are impactful when focused on emotional and relational elements; Rounds offer reflective insights from a wide range of perspectives. Contextual adaptations: Rounds allow reflection to be more engaging for students when they are non-mandatory; perceptions of safety within a Round varies based on multiple factors; adapting timing and themes to students’ changing needs may improve engagement; resonance with stories is affected by clinical experience levels; online adaptation can increase reach but may risk psychological safety. Discussion: Schwartz Rounds are a unique intervention that can support healthcare students through their pre-registration education. The five “core” and five “contextual adaptation” features presented identify important considerations for organisations implementing Rounds for their undergraduates.

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“…Further pilot schemes have continued to show the positive student impact of SR style events, whilst also continuing the medical student only audience [ 17 , 18 ]. So far only one study has attempted to replicate the existing SR MDT structure in a student setting [ 19 ]. Here semi-structured interviews were used to assess the impact of fully inter-disciplinary rounds on a range of student groups.…”

Section: Introductionmentioning

confidence: 99%

Early introduction of the multi-disciplinary team through student Schwartz Rounds: a mixed methodology study

2022

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Background Medical education has changed continually throughout the covid-19 pandemic, creating additional stress for medical students. Personal reflection can empower an individual to adapt to new challenges, and reflection has gradually become incorporated into medical student training. Schwartz Rounds (SR) offer a compassionate group reflective forum for healthcare staff. SRs have been extensively introduced throughout the NHS, however medical student rounds are yet to be widely adopted. Entirely unresearched is how the multi-disciplinary team impacts a medical student SR. This study aims to compare medical student experience of a single-discipline and a multi-discipline SR using mixed methodology. Methods Two virtual SRs were run at an NHS district general hospital, using the existing structure of the Trust’s rounds. The first round included only medical students on placement at the hospital, whereas the second round also involved other student health disciplines. Following each round Likert scale questionnaires were collected, and focus groups were held with a small number of participants. Quantitative analysis used median averages as well direct comparison of scores for each round. Qualitative data from the focus groups underwent thematic analysis. Results The quantitative data showed a positive response to both styles of student SRs, with over 87% of participants at both rounds stating they intended to attend further rounds. Direct comparison between the two rounds showed higher feedback scores for the single-discipline round. Qualitative analysis showed strong student interest in further group reflection, noting the value of SRs in improving workplace culture and inter-professional relationships. The analysis also highlighted frustrations with the existing SR structure, namely large group sizes and scripted panellists. Conclusions Both data sets showed a strong positive response to SRs, and a desire to attend again. There is some evidence to suggest the addition of multiple student disciplines at SRs impaired medical student reflection. Changes to the format of the round could result in even greater success in student rounds.

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A qualitative exploration of the experiences of students attending interprofessional Schwartz Rounds in a University context

Cited by 4 publications

References 22 publications

Students’ interprofessional workplace learning in clinical placement

Students’ interprofessional workplace learning in clinical placement

How Does a Group Reflection Intervention (Schwartz Rounds) Work within Healthcare Undergraduate Settings? A Realist Review

Early introduction of the multi-disciplinary team through student Schwartz Rounds: a mixed methodology study

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