Abstract:Support from CTFs on busy PTSWRs optimised student satisfaction, and was welcomed by clinical staff. CTF support could be widened to other busy ward rounds, e.g. acute medical takes, to enhance student learning and reduce the teaching burden on clinical faculty staff.
“…Scheduled discussion time away from patients [M] during ward round teaching can increase learning opportunities, build upon opportunistic discussions, contribute to team cohesion and avoid undermining patient confidence [O], particularly if active participation, integration of service, experience, training and feedback, and enthusiastic teachers are present [M]. Lack of time, awareness and opportunity for discussion [M] hinders these learning opportunities [O] …”
Section: Resultsmentioning
confidence: 99%
“…The very clinical environment that makes a WR such a valuable source of experiential learning is also a source of potential barriers to its success:Despite the emphasis on clinical teaching, many WRs [I] remain service driven, their educational value hindered [O] by lack of time, noisy wards, patients not being available, reduced training time and a rising workload [M] Ward‐round teaching [I] is a useful education tool that is often challenged by the burdens of the clinical environment [M] …”
Section: Resultsmentioning
confidence: 99%
“…Ward‐round teaching [I] is a useful education tool that is often challenged by the burdens of the clinical environment [M] …”
CONTEXT Patient care activity has recently increased without a proportionate rise in workforce numbers, impacting negatively on health care workplace learning. Health care professionals are prepared in part by spending time in clinical practice, and for medical staff this constitutes a contribution to service. Although stakeholders have identified the balance between health care professional education and patient care as a key priority for medical education research, there have been very few reviews to date on this important topic.
METHODSWe conducted a realist synthesis of the UK literature from 1998 to answer two research questions. (1) What are the key workplace interventions designed to help achieve a balance between health care professional education and patient care delivery? (2) In what ways do interventions enable or inhibit this balance within the health care workplace, for whom and in what contexts? We followed Pawson's five stages of realist review: clarifying scope, searching for evidence, assessment of quality, data extraction and data synthesis.
RESULTSThe most common interventions identified for balancing health care professional education and patient care delivery were ward round teaching, protected learning time and continuous professional development. The most common positive outcomes were simultaneous improvements in learning and patient care or improved learning or improved patient care. The most common contexts in which interventions were effective were primary care, postgraduate trainee, nurse and allied health professional contexts. By far the most common mechanisms through which interventions worked were organisational funding, workload management and support.CONCLUSION Our novel findings extend existing literature in this emerging area of health care education research. We provide recommendations for the development of educational policy and practice at the individual, interpersonal and organisational levels and call for more research using realist approaches to evaluate the increasing range of complex interventions to help balance health care professional education and patient care delivery.
“…Scheduled discussion time away from patients [M] during ward round teaching can increase learning opportunities, build upon opportunistic discussions, contribute to team cohesion and avoid undermining patient confidence [O], particularly if active participation, integration of service, experience, training and feedback, and enthusiastic teachers are present [M]. Lack of time, awareness and opportunity for discussion [M] hinders these learning opportunities [O] …”
Section: Resultsmentioning
confidence: 99%
“…The very clinical environment that makes a WR such a valuable source of experiential learning is also a source of potential barriers to its success:Despite the emphasis on clinical teaching, many WRs [I] remain service driven, their educational value hindered [O] by lack of time, noisy wards, patients not being available, reduced training time and a rising workload [M] Ward‐round teaching [I] is a useful education tool that is often challenged by the burdens of the clinical environment [M] …”
Section: Resultsmentioning
confidence: 99%
“…Ward‐round teaching [I] is a useful education tool that is often challenged by the burdens of the clinical environment [M] …”
CONTEXT Patient care activity has recently increased without a proportionate rise in workforce numbers, impacting negatively on health care workplace learning. Health care professionals are prepared in part by spending time in clinical practice, and for medical staff this constitutes a contribution to service. Although stakeholders have identified the balance between health care professional education and patient care as a key priority for medical education research, there have been very few reviews to date on this important topic.
METHODSWe conducted a realist synthesis of the UK literature from 1998 to answer two research questions. (1) What are the key workplace interventions designed to help achieve a balance between health care professional education and patient care delivery? (2) In what ways do interventions enable or inhibit this balance within the health care workplace, for whom and in what contexts? We followed Pawson's five stages of realist review: clarifying scope, searching for evidence, assessment of quality, data extraction and data synthesis.
RESULTSThe most common interventions identified for balancing health care professional education and patient care delivery were ward round teaching, protected learning time and continuous professional development. The most common positive outcomes were simultaneous improvements in learning and patient care or improved learning or improved patient care. The most common contexts in which interventions were effective were primary care, postgraduate trainee, nurse and allied health professional contexts. By far the most common mechanisms through which interventions worked were organisational funding, workload management and support.CONCLUSION Our novel findings extend existing literature in this emerging area of health care education research. We provide recommendations for the development of educational policy and practice at the individual, interpersonal and organisational levels and call for more research using realist approaches to evaluate the increasing range of complex interventions to help balance health care professional education and patient care delivery.
Context: In order to improve the quality of clinical education, it is necessary to investigate the current situation in clinical settings and identify its problems. This step is the most important part of modifying a clinical education program and meeting learning goals. The purpose of this study was to identify the challenges and problems of clinical medical education in Iran. Evidence Acquisition: This systematic review was performed to determine the challenges and problems of clinical medical education in Iran in 2017. In order to retrieve articles, the following keywords: Clinical education, bedside teaching, clinical teaching, teaching round, ward round, ward round teaching, bedside round, teaching round, medical education, clinical round, ambulatory education, clinic education, grand round, and education in emergency were searched in reliable Persian and English databases. Then, the articles related to the research objective were carefully reviewed and key information was extracted. Data were analyzed using MAXQDA software version 10. Conclusions: The problems of clinical education are in different areas. Identifying these areas and planning for them can improve clinical education status, achieve educational goals, and provide medical students with a more effective education.
Background: Poor documentation of medical notes and plans not only adversely affects patient management but also has medico-legal implications. A standardized ward round checklist (adhesive proforma sticker, PFS) was introduced at our institu-
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