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Multiple RealitiesTeaching 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).
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