• Jed D Gonzalo, Brian S Heist, Briar L Duffy, Liselotte Dyrbye, Mark J Fagan, Gary S Ferenchick, Heather Harrell, Paul A Hemmer, Walter N Kernan, Jennifer R Kogan, Colleen Rafferty, Raymond Wong, and D Michael Elnicki.
• a Department of Medicine , Pennsylvania State University College of Medicine , Hershey , Pennsylvania , USA.
• Teach Learn Med. 2013 Jan 1;25(4):326-33.

BackgroundBedside rounds have decreased on teaching services, raising concern about trainees' clinical skills and patient-physician relationships.PurposeWe sought to identify recognized bedside teachers' perceived value of bedside rounds to assist in the promotion of bedside rounds on teaching services.MethodsAuthors used a grounded theory, qualitative study design of telephone semistructured interviews with bedside teachers (n = 34) from 10 U.S. institutions (2010-2011). Main outcomes were characteristics of participants, themes pertaining to the perceived value of bedside rounds, and quotations highlighting each respective theme.ResultsThe mean years in academic medicine was 13.7, and 51% were associate or full professors. Six main themes emerged: (a) skill development for learners (e.g., physical examination, communication, and clinical decision-making skills); (b) observation and feedback; (c) role-modeling; (d) team building among trainees, attending, and patient; (e) improved patient care delivery through combined clinical decision-making and team consensus; and (f) the culture of medicine as patient-centered care, which was embodied in all themes.ConclusionsBedside teachers identify potential benefits of bedside rounds, many of which align with national calls to change our approach to medical education. The practice of bedside rounds enables activities essential to high-quality patient care and education.

14 keywords...

hide…