Learner perceptions of family‐centred rounds

Goodrich, Nathaniel; Naslund, Rachel; Bossert, Whitney; Johnson, Stephanie; Salcedo, Stacy; Lyden, Liz; Dallaghan, Gary L. Beck

doi:10.1111/tct.13135

Cited by 4 publications

(8 citation statements)

References 10 publications

(15 reference statements)

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“…The themes pertaining to education in ward rounds were identified (Table 3). [22], 2018 ✓ Goodrich et al [23], 2020 ✓ Levine et al [24], 2020 ✓ Spence et al [25], 2020 ✓ Gray et al [26], 2020 ✓ Armendariz et al [27], 2021 ✓ ✓ ✓ Khan et al [28], 2021 ✓ ✓ ✓ ✓ Modak and Gray [29], 2020 ✓ Solomon et al [30], 2021 a ✓: indicates the studies incorporated the relevant theme(s) mentioned in the header.…”

Section: Search Resultsmentioning

confidence: 99%

“…A total of 4 studies addressed different interventions that were attempted to optimize residents’ educational experiences during ward rounds [ 15 , 23 , 26 , 30 ]. Of these, 2 studies attempted to use frameworks that involved the following four stages: planning, implementing a teaching strategy (this can involve asking questions, prompting reasoning, identifying themes, encouraging evidence-based learning, and observing), observing, and ending sessions by reinforcing learning points and participants’ understanding.…”

Section: Resultsmentioning

confidence: 99%

“…These strategies were also advantageous because they were congruent with usual rounds and did not consume additional time [ 15 , 26 ]. Furthermore, 2 of the 4 studies investigated the impact of changing the setting of ward rounds on residents’ educational experiences [ 23 , 30 ]. Solomon et al [ 30 ] compared rounds conducted at patients’ bedsides with hallway rounds; they found that hallway rounds were perceived to be superior in terms of efficacy and the education rendered.…”

Section: Resultsmentioning

confidence: 99%

“…Conference room rounds were rounds that were performed while sitting in a conference room and involved all of the concerned interdisciplinary stakeholders (eg, physicians, nurses, pharmacists, dietitians, and social workers). Goodrich et al [23] found that conference rounds were associated with greater efficacy, education, and family involvement when compared with hallway rounds.…”

Section: Interventions Explored To Optimize Education In Ward Roundsmentioning

confidence: 99%

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Education During Ward Rounds: Systematic Review

Khalaf

Khan

2022

Interact J Med Res

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Background Enhancing the educational experience provided by ward rounds requires an understanding of current perceptions of the educational value of rounds. Objective This systematic review examines perceptions of education in ward rounds, educational activities in ward rounds, barriers to learning, and perceptions of simulation-based ward rounds. Methods The 2020 PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were followed. MEDLINE (EBSCO), Cochrane, and Scopus were searched on May 29, 2022, for studies assessing learning during ward rounds. The search terms included “ward rounds,” “education,” and “trainees.” Then, the selected articles were reference searched. In total, 354 articles were retrieved. The articles were assessed for eligibility by 2 independent reviewers who screened titles, abstracts, and full-length texts. Articles addressing trainees’ education in all ward rounds were included. Articles were excluded if they were specific to certain disciplines, were reviews, were not published in scholarly journals, were published before 2015, were published in languages other than English, or did not concern human participants. Following the removal of 63 duplicates, a total of 268 articles were excluded. The risk of bias within the selected articles was also assessed via the Critical Appraisal Skills Programme checklist for qualitative research. Qualitative data were used to describe results in a narrative synthesis and in tables. Results A total of 23 articles were included. Perceptions of teaching in rounds were addressed by 6 studies, of which 3 showed negative perceptions among participants, 2 reported ambivalent perceptions, and 1 showed positive perceptions. Perceived barriers to teaching during rounds were assessed by 7 studies. The reported barriers included time constraints, workloads, schedules, interruptions, the service-oriented nature of rounds, the lack of feedback, hierarchies, the lack of opportunities to ask questions and be engaged in patient management, and divergent learner needs. Further, 8 studies identified types of educational activities, including observation, patient-specific teaching, and discussion. Perceptions of learning through simulated ward rounds were assessed by 8 studies, and a consensus of satisfaction was noted among learners. The interventions that were explored to improve education included using teaching frameworks, involving clinical librarians, and changing the setting of ward rounds. Conclusions The main limitations of this review are the predominant use of qualitative data in the included articles and the lack of standardization for the educational compositions of ward rounds among articles, which made the articles hard to compare. In conclusion, learning opportunities in ward rounds are often missed, and trainees perceive rounds to have low educational value. It is important to recognize the barriers to education during ward rounds and address them to maximize the benefits of ward rounds. Finally, there is a need to develop plans that incorporate teaching regularly during ward rounds in the inpatient setting. Trial Registration PROSPERO CRD42022337736; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=337736

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Section: Search Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Interventions Explored To Optimize Education In Ward Roundsmentioning

confidence: 99%

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Education During Ward Rounds: Systematic Review

Khalaf

Khan

2022

Interact J Med Res

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“…Learners find a forum employing collaborative learning techniques to be more engaging and educationally valuable than traditional rounds 1. Structuring this type of learning away from the pressure of presenting in front of a patient and their family is preferred by learners 14. In this model, the physician can engage fully in the teaching role, which has been shown to achieve high learner approval ratings 12.…”

Section: Discussionmentioning

confidence: 99%

Outdoor walking rounds: combining resident education and wellness

Klee

Hirko

2020

The Clinical Teacher

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SUMMARY Background It is challenging to achieve quality teaching on a busy resident service. Teams must balance the competing drivers of patient care, clinical efficiency, patient satisfaction and resident learning. Our novel outdoor walking rounds improve both the quality of resident instruction and their physician wellness without negatively affecting patient care. Methods Our team meets outside for attending rounds on the sidewalks or hiking trails near our hospital. The residents present their clinical plans as we walk. We are able to achieve more in‐depth clinical discussions and teaching than with traditional rounds conducted inside. Residents were surveyed to compare their experiences with traditional rounds. Results Twenty‐seven residents were surveyed over 5 years (29.6% were first‐year residents, 33.3% were second‐year residents and 37.0% were third‐year residents): 81% of residents indicated that walking rounds improved the time dedicated to teaching; 100% of residents believed that the quality of teaching had improved; 70% of residents indicated that walking rounds improved their sense of physician wellness; and 59% of residents identified that walking rounds were as efficient, or more efficient, than traditional rounds. Discussion Striving to provide in‐depth resident clinical teaching without negatively affecting the quality and efficiency of patient care is a tall order. Outdoor walking rounds are a teaching method that combines dedicated non‐distracted time for resident teaching with exercise. Our study indicates that this teaching method improves the quantity and quality of dedicated teaching time, improves resident physician wellness and does so in an innovative way that maintains efficient patient care.

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