Observing bedside rounds for faculty development

Abstract

We identified salient beliefs and practices on bedside teaching. Our findings suggest that identifying shared goals and expectations, and creating metrics to define successful rounds, may help attending physicians to better synergize with learners. Interruptions need not be eschewed completely for the purpose of achieving efficient rounds. Integrating these measures into faculty development may bolster the quality of bedside rounds.

A novel peer feedback programme of family‐centred rounds

“…To address these concerns, faculty development efforts aimed at promoting effective and efficient faculty member rounding and teaching behaviours are needed . Peer observation of in‐patient rounds in Internal Medicine is a recently described phenomenon, demonstrating improvements in teaching practices . To our knowledge, there is only one published study of a faculty development programme using peer observation of FCRs, and this was conducted in a simulated environment .…”

“…5,6 Peer observation of in-patient rounds in Internal Medicine is a recently described phenomenon, demonstrating improvements in teaching practices. [7][8][9] To our knowledge, there is only one published study of a faculty development programme using peer observation of FCRs, and this was conducted in a simulated environment. 10 A peer observation and feedback programme for FCRs may serve as a valuable faculty development opportunity.…”

Bedside Teaching in Neurology

“…Interruptions are also inevitable, though paradoxically have been shown not to significantly increase rounding time or the perceived value of bedside education. 67 Similarly, demanding clinical loads and documentation requirements will always compete for a clinical educator's time at the bedside, particularly when clinical output is the primary or sole means of valuation.…”