You are seeing this message because your Web browser does not support basic Web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.


Advertisement

ABOUT ARCHIVES
Advanced Search

Welcome   | My Account | E-mail Alerts | RSS | Access Rights | Sign In


  Vol. 146 No. 1, January 1992 TABLE OF CONTENTS
  Online Only
 •  Online First Table of
Contents
  EDUCATIONAL INTERVENTIONS
 •Online Features
 This Article
 •References
 •Full text PDF
 • Reply to article
 •Send to a friend
 • Save in My Folder
 •Save to citation manager
 •Permissions
 Citing Articles
 •Citing articles on HighWire
 •Citing articles on Web of Science (13)
 •Contact me when this article is cited
 Related Content
 •Similar articles in this journal
 Social Bookmarking
  Add to CiteULike Add to Connotea Add to Delicious Add to Digg Add to Facebook Add to Reddit Add to Technorati Add to Twitter What's this?

Multiple Realities

Teaching Rounds in an Inpatient Pediatric Service

Rhona Shulman, MA; LuAnn Wilkerson, EdD; Donald A. Goldman, MD

Am J Dis Child. 1992;146(1):55-60.


Abstract



• Teaching rounds are a mainstay of most educational programs for interns and residents, but little is known about how they are conducted and the role they play in house staff members' learning. We performed a qualitative study of teaching rounds in an inpatient adolescent service using five data sources: observations, interviews, house staff ratings, results of a house staff retreat, and documents outlining faculty responsibilities. Interns, senior residents, and faculty members expressed differing views regarding the purpose, process, and content of rounds; mutual roles and expectations; and time management. An interactive teaching format focused around the visit of a patient to the conference room stimulated house staff interest and learning to a greater extent than did more traditional case presentations and lectures. These results suggest a need to develop a consensus among faculty and house staff regarding the purpose, content, and process of rounds.

(AJDC. 1992;146:55-60)



Author Affiliations



From the North York Board of Education, Toronto, Ontario (Ms Shulman), and the Office of Educational Development (Dr Wilkerson) and Children's Hospital (Dr Goldman), Harvard Medical School, Boston, Mass.


Footnotes



Accepted for publication July 19, 1991.

Reprint requests to Office of Educational Development, Harvard Medical School, 260 Longwood Ave, Boston, MA 02115 (Dr Wilkerson).



Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter     What's this?

THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES

The Future of Continuing Medical Education: Effectiveness of Continuing Medical Education: American College of Chest Physicians Evidence-Based Educational Guidelines
Lowe et al.
Chest 2009;135:69S-75S.
ABSTRACT | FULL TEXT  

Pediatric Hospitalists: Report of a Leadership Conference
Lye et al.
Pediatrics 2006;117:1122-1130.
ABSTRACT | FULL TEXT  





HOME | CURRENT ISSUE | PAST ISSUES | TOPIC COLLECTIONS | CME | PHYSICIAN JOBS | SUBMIT | SUBSCRIBE | HELP
CONDITIONS OF USE | PRIVACY POLICY | CONTACT US | SITE MAP
 
© 1992 American Medical Association. All Rights Reserved.