Medical and surgical ward rounds in teaching hospitals of Kuwait University: students’ perceptions

Abstract

BackgroundTeaching sessions for medical students during ward rounds are an essential component of bedside teaching, providing students with the opportunity to regard patients as actual people, and to observe their physical conditions directly, allowing a better understanding of illnesses to be developed. We aim to explore medical students’ perceptions regarding medical and surgical ward rounds within the Faculty of Medicine at Kuwait University, and to evaluate whether this teaching activity is meeting the expectation of learners.MethodsA pretested questionnaire was used to collect data from 141 medical students during the 2012–2013 academic year. They were asked to provide their current and expected ratings about competencies that were supposed to be gained during ward rounds, on a scale from 1 (lowest) to 5 (highest). Mean scores were calculated, and the Student t-test was used to compare results. P < 0.05 was the cut-off level for significance.ResultsOnly 17 students (12.1%) declined to participate in the study. The students’ current competency scores (for competencies taught within both disciplines – medical and surgical) were significantly lower than the scores indicating students’ expectations (P < 0.001). The best-taught competency was bedside examination, in both medical (mean: 3.45) and surgical (mean: 3.05) ward rounds. However, medical ward rounds were better than surgical rounds in covering some competencies, especially the teaching of professional attitude and approach towards patients (P < 0.001).ConclusionBoth medical and surgical ward rounds were deficient in meeting the students’ expectations. Medical educators should utilize the available literature to improve the bedside teaching experience for their students.

Extracurricular research activities among senior medical students in Kuwait: experiences, attitudes, and barriers

“…KU is focusing on the evaluation and improvement of the bedside teaching of their medical students; however, evaluating research and EBM education has not been done before. 11 – 14 In this study, any research experience that was not part of the curriculum in medical school is defined as an extracurricular research activity that includes presenting research abstracts, publishing scientific papers or participating in research electives. Knowledge about the involvement of KU medical students in extracurricular research activities is lacking.…”

“I just stand around and look friendly” – Comparing medical students’ and physicians’ ward round scripts

“…With respect to their content focus, we differentiate between medical, social, administrative, and teaching and learning activities that are linked to the two main purposes of ward rounds: providing treatment to patients (Norgaard et al 2004) and education of ward round participants (AlMutar et al 2013). Medical activities refer directly to the treatment of the patient.…”

“…documentation) activities (Norgaard et al 2004). Second, they serve as educational encounters for physicians and students (AlMutar et al 2013).…”

Ward rounds in internal medicine: Validation of an Entrustable Professional Activity (EPA) observation checklist

“…Second, they provide an educational encounter in which clinically relevant knowledge and skills can be acquired by applying biomedical knowledge in its intended context [ 4 ]. Possible learning goals refer to physical examination, communication with both patients and the ward round team, professionalism, diagnosis, treatment and also economic and ethical considerations in patient care [ 4 ], [ 5 ], [ 6 ]. Thus, the participation in ward rounds contributes to preparing students for their future professional practice.…”

“…With respect to the professional context of the ward round, students struggle in understanding both the ward round process and the responsibilities of ward round participants [ 7 ]. Several explanations are provided for these shortcomings which are related to the medical staff, such as limited formal training and teaching experience in general, but also in the ward round context specifically [ 7 ], [ 9 ] difficulties in integrating the different aims of ward rounds [ 5 ], [ 10 ] and insecurities regarding the roles of attending students in particular [ 11 ]. Some difficulties regarding ward rounds were intended to be reduced with the implementation of checklists that target the ward round process as such [ 12 ], [ 13 ] and specific ward round competences such as communication and interprofessional teamwork [ 2 ].…”