Bedside rounds versus board rounds in an emergency department

Muck, Andrew; McNeil, Christopher R.; McHugh, Patrick; Bebarta, Vikhyat S.; Adams, and Bruce

doi:10.1111/tct.12271

Cited by 12 publications

(20 citation statements)

References 9 publications

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“…Of these, 20 articles met full inclusion criteria. 20,[29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47] Characteristics of the included studies are outlined in Supplemental Digital Appendix 2 at http://links.lww.com/ ACADMED/B223. The majority of studies were conducted in the United States (n = 16, 80%) and used a nonrandomized experimental design (n = 13, 65%).…”

Section: Characteristics and Quality Of Included Studiesmentioning

confidence: 99%

“…For example, McNeil et al described a bedside rounds intervention that involved bedside shift handover between incoming and outgoing emergency resident physicians and had a mean duration of 17.5 minutes per round. 40 Alternatively, Gonzalo et al described a bedside rounds intervention that involved a case presentation from the resident, physical examination, and discussion of the patient's plan of care with an average duration of 16 minutes per patient. 20 In addition to the variability of the process of bedside rounds, there was also variability in how bedside rounds were implemented as part of a broader set of interventions.…”

Section: Description and Implementation Of Bedside Roundsmentioning

confidence: 99%

“…Fifteen studies (75%) reported a reactionary learning outcome (Table 1). 20,[29][30][31][32][33]35,[37][38][39][40]43,44,46,47 Outcomes and measures in this domain varied widely but often related to satisfaction with or preference for bedside rounds, or to the perceived educational value of bedside rounds.…”

Section: Effect Of Bedside Rounds On Learning Outcomesmentioning

confidence: 99%

“…Eight studies (40%) reported the effect of bedside rounds on learner behavior, with the majority (n = 5, 63%) favoring the bedside rounds intervention while 1 favored control, and 2 were equivocal (Table 3). [29][30][31]33,40,41,44,46 Fourteen studies (70%) measured the effect of bedside rounds on health care delivery, 20,[29][30][31][34][35][36]39,40,[42][43][44][45][46] with the majority (n = 8) favoring the intervention and the rest being equivocal (n = 6) (Table 4). The most common outcomes in this domain were the duration of rounds (n = 8) and interprofessional teamwork (n = 8), particularly between nurses and physicians.…”

Section: Effect Of Bedside Rounds On Learning Outcomesmentioning

confidence: 99%

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The Effect of Bedside Rounds on Learning Outcomes in Medical Education: A Systematic Review

et al. 2022

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Purpose To determine if bedside rounds, compared with other forms of hospital ward rounds, improve learning outcomes in medical education. Method For this systematic review, the authors searched Ovid MEDLINE, Embase, and Scopus from inception through February 20, 2020. Experimental studies were included if they (1) compared bedside rounds to any other form of rounds in a hospital-based setting, and (2) reported a quantitative comparison of a learning outcome (e.g., learner reaction, knowledge, skills, behavior, health care delivery) among physicians-in-training (medical students, residents, fellows). Extraction elements were summarized using descriptive statistics and a narrative synthesis of design, implementation, and outcomes. Results Twenty studies met inclusion criteria, including 7 randomized trials. All studies involved resident physicians, and 11 also involved medical students. The design and implementation of bedside rounds varied widely, with most studies (n = 13) involving cointerventions (e.g., staff education, real-time order entry). Of the 15 studies that reported learner satisfaction, 7 favored bedside rounds, 4 favored the control, and 4 were equivocal. Of the 4 studies reporting an outcome of learners’ knowledge and skills, 2 favored bedside rounds and 2 were equivocal. Of the 8 studies that reported on learner behavior (e.g., bedside communication with patients), 5 favored bedside rounds, 1 favored the control, and 2 were equivocal. Finally, of the 14 studies that reported a health care delivery outcome (e.g., teamwork, rounding time), 8 favored bedside rounds and 6 were equivocal. Due to the high risk of bias and unexplained heterogeneity across studies, the overall strength of evidence was low. Conclusions In hospital-based settings, learners’ satisfaction with bedside rounds is mixed. However, bedside rounds appear to have a positive effect on learner behavior and health care delivery. Given their potential value, additional research is needed to identify barriers to and facilitators of educationally successful bedside rounds.

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Section: Characteristics and Quality Of Included Studiesmentioning

confidence: 99%

Section: Description and Implementation Of Bedside Roundsmentioning

confidence: 99%

Section: Effect Of Bedside Rounds On Learning Outcomesmentioning

confidence: 99%

Section: Effect Of Bedside Rounds On Learning Outcomesmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Bedside Rounds on Learning Outcomes in Medical Education: A Systematic Review

et al. 2022

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“…Miller Juve and colleagues describe a novel tool to help establish shared goals and expectations in postgraduate teaching, after finding that faculty members considered discussions with residents on topics related to the patients they were managing to be ‘teaching’, whereas residents only considered teaching to have taken place if there was discussion of topics beyond those related to their patients . McNeil and colleagues also highlight that resident perceptions of the educational quality of everyday clinical tasks can vary depending on the approach taken, such as the difference between shift handover at patients’ bedsides and handover at other locations . Cresswell and colleagues raise the issue of poor support for postgraduate trainees, describing a number of ways in which trainees might be harassed, undermined or bullied by senior colleagues, with related risks to patient safety, and describe the design and evaluation of a novel workshop to help trainees identify and address such problems …”

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confidence: 99%

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Ross¹

2015

Clin Teach

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Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2015

Heitz

Coates

Farrell

et al. 2017

AEM Education and Training

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Objective: The objectives were to critically appraise the medical education research literature of 2015 and review the highest-quality quantitative and qualitative examples.Methods: A total of 434 emergency medicine (EM)-related articles were discovered upon a search of ERIC, PsychINFO, PubMED, and SCOPUS. These were both quantitative and qualitative in nature. All were screened by two of the authors using previously published exclusion criteria, and the remaining were appraised by all authors using a previously published scoring system. The highest scoring articles were then reviewed.Results: Sixty-one manuscripts were scored, and 10 quantitative and two qualitative papers were the highest scoring and are reviewed and summarized in this article.Conclusions: This installment in this critical appraisal series reviews 12 of the highest-quality EM-related medical education research manuscripts published in 2015.I n 2012, the Academic Emergency Medicine consensus conference called for an increase in high-quality, hypothesis-driven education research.1 The intervening years have seen a growth in education research, as described in prior articles in this series.2-9 Highlighting this trend, beginning in 2017, Academic Emergency Medicine journal devoted an entire separate publication to emergency medicine educational research, Academic Emergency Medicine Education and Training (AEM E&T). 10Prior installments of this series were published in Academic Emergency Medicine Journal, 2-9 using modifications of methodology for medical education literature review as described by the Alliance for Clinical Education for other specialties and based on that used for bench and clinical research. 11,12 In this eighth installment of the annual critical appraisal series, reviewers have critically analyzed and ranked the emergency medicine (EM) education research from 2015. This article will highlight and summarize the most highly rated studies of 2015, which pertain to teaching and education in EM. Of note the focus is on research that advances the science of EM education, not necessarily research that uses education to affect patient care. Current trends in EM education research, as they can be inferred from this review, are summarized and compared to the previous year's trends. It is hoped that this article will serve as a valuable resource for EM educators and researchers invested in educational scholarship. 13 METHODS Article IdentificationA medical librarian reproduced a previously used Boolean search strategy to identify all education research publications relevant to EM education. 2 Medical subject heading (MeSH) and keyword terms, including keyword variations to ensure completeness, were used. MeSH and keywords incorporated the following: emergency medicine and medical education, medical student, residents, continuing medical education, academic medical center and teaching hospital, to search MEDLINE through PubMed. Other databases searched included Scopus, Education Resources Information Center (ERIC), and PsychInfo. Pu...

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Bedside rounds versus board rounds in an emergency department

Cited by 12 publications

References 9 publications

The Effect of Bedside Rounds on Learning Outcomes in Medical Education: A Systematic Review

The Effect of Bedside Rounds on Learning Outcomes in Medical Education: A Systematic Review

Postgraduate training and support

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2015

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