Twelve tips for conducting successful interprofessional teaching rounds

Kassutto, Stacey M.; Seam, Nitin; Carlos, W. Graham; Kelm, Diana J.; Kaul, Viren; Stewart, Nancy H.; Hinkle, Laura

doi:10.1080/0142159x.2018.1545086

Cited by 14 publications

(12 citation statements)

References 34 publications

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“…Look at their student ID Badge and commit their name to memory. Introduce students to the interprofessional team and model respectful and inclusive language when working with other health professionals (Kassutto et al, 2020). Provide structure by setting clear expectations of what you would like the students to learn while they are on the clinical rotation generally and from each patient encounter specifically (Tip 4).…”

Section: Tip 9: Orient the Learner And Patient To The Clinical Teachimentioning

confidence: 99%

Twelve Tips for Inclusive Teaching

Amayo¹,

Heron²,

Spell³

et al. 2021

MedEdPublish

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Grounded in the literature and the authors' experience running faculty development programs on inclusive teaching, we present twelve tips to ensure equitable access to learning for all students. Teaching inclusively begins with having an inclusive mindset and recognizing our biases. Faculty must embrace a growth mindset about their learners and themselves and accept that failure is a necessary part of learning. Providing structured learning that is multimodal and consistent with evidence from the cognitive sciences helps all learners. By fostering personal connections and offering regular feedback, faculty can ensure the success of all health professions students. Specific tips for teaching in the classroom, clinical, and online environments are provided.

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Section: Tip 9: Orient the Learner And Patient To The Clinical Teachimentioning

confidence: 99%

Twelve Tips for Inclusive Teaching

Amayo¹,

Heron²,

Spell³

et al. 2021

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…Many papers summarize different tips to improve teaching during rounds [6][7][8][9][10][11][12], which offer strategies creating structured rounding system, or with clear delineation of expectations. However, previously described teaching models have been built based on expert opinion, surveys of excellent clinical teachers.…”

Section: Discussionmentioning

confidence: 99%

Survey of ICU Teaching Rounds: Secrets to Improve Learner Satisfaction

Chen

Xie

et al. 2021

Preprint

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Background: Unique challenges of teaching in the ICU come from the complexity of critically ill patients. This study was designed to examine the different teaching patterns and learners’ emotion load to achieve learners satisfaction on rounds. Methods: The survey of learners was performed on their practices and perceptions of rounds using social media. Results: A total of 82 learners with 195 responses were received. Pathophysiology-based analysis on worsened conditions, problem-based teaching and feedback, discussion about past experience were top three teaching behaviors on rounds, in addition, interesting and storytelling presentation, and evidence-based medicine were significantly correlated with learner satisfaction. However, the leaners still have the expectations for further improvement of some teaching behaviors. During rounding, tense, calm, nervous, relaxed and excited were the most top learners’ emotions, only excited was significantly correlated with learners satisfaction. Conclusions: Pathophysiology-based analysis on worsened conditions, problem-based teaching and feedback, discussion about past experience are top three teaching behaviors during the rounding, however, learners might be dissatisfied barely with these teaching pattens. Teachers should focus on key skills on rounds to enhance satisfaction.

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“…Intragroup relations in the form of positive relationships at the workplace lead to enhanced job satisfaction and patient care (Razak et al, 2016;Temesgen et al, 2018;Salas et al, 2005;Kassutto et al, 2020;Bartunek, 2011). Collegiality increases job satisfaction among resident doctors while they work as part of an inter-professional team that includes physicians, nurses, pharmacists, etc.…”

Section: Job Satisfaction and Quality Of Work-lifementioning

confidence: 99%

Work-life enablers for job satisfaction in healthcare: moderating role of organization type

Zaman

Ansari

Chaturvedi

2021

ICT

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Purpose This paper aims to examine how the quality of work-life (QWL) factors influence job satisfaction and tests if organization type moderates this relationship. Design/methodology/approach The study adopts a quantitative cross-sectional research design using survey administration among resident doctors used in the Indian health-care sector. Drawing on the person-environment fit theory, leader-member exchange theory and action learning theory, the authors discuss the results. Findings Results depicted that in addition to the direct relationship between QWL and job satisfaction, this association is moderated by organization type. Practical implications The study provides critical information for health-care managers to prioritize three QWL attributes, namely, meaningful development, supervision, working conditions to enhance job satisfaction among resident doctors. Originality/value The study contributes to the limited empirical scholarly research adding a deeper understanding of pertinent factors influencing resident doctor’s QWL-job satisfaction relationship.

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Twelve tips for conducting successful interprofessional teaching rounds

Cited by 14 publications

References 34 publications

Twelve Tips for Inclusive Teaching

Twelve Tips for Inclusive Teaching

Survey of ICU Teaching Rounds: Secrets to Improve Learner Satisfaction

Work-life enablers for job satisfaction in healthcare: moderating role of organization type

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