TY - JOUR
T1 - The Value of Bedside Rounds
T2 - A Multicenter Qualitative Study
AU - Gonzalo, Jed D.
AU - Heist, Brian S.
AU - Duffy, Briar L.
AU - Dyrbye, Liselotte
AU - Fagan, Mark J.
AU - Ferenchick, Gary S.
AU - Harrell, Heather
AU - Hemmer, Paul A.
AU - Kernan, Walter N.
AU - Kogan, Jennifer R.
AU - Rafferty, Colleen
AU - Wong, Raymond
AU - Elnicki, D. Michael
N1 - Funding Information:
Funding and support was provided by the Shadyside Hospital Foundation’s Thomas H. Nimick, Jr. Research Fund. Pilot results from this study were presented at the National Society of General Internal Medicine (SGIM) Meeting in Phoenix, AZ, in May 2011, and at the National AAMC/RIME Meeting in Denver, CO, in November 2011.
PY - 2013/10
Y1 - 2013/10
N2 - Background: Bedside rounds have decreased on teaching services, raising concern about trainees' clinical skills and patient-physician relationships. Purpose: We sought to identify recognized bedside teachers' perceived value of bedside rounds to assist in the promotion of bedside rounds on teaching services. Methods: Authors 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. Results: The 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. Conclusions: Bedside 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.
AB - Background: Bedside rounds have decreased on teaching services, raising concern about trainees' clinical skills and patient-physician relationships. Purpose: We sought to identify recognized bedside teachers' perceived value of bedside rounds to assist in the promotion of bedside rounds on teaching services. Methods: Authors 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. Results: The 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. Conclusions: Bedside 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.
KW - clinical skill development
KW - graduate medical education
KW - medical education
KW - observation and feedback
KW - patient-centered care
KW - qualitative methods
KW - role modeling
KW - team-based care
KW - undergraduate medical education
UR - http://www.scopus.com/inward/record.url?scp=84886408429&partnerID=8YFLogxK
U2 - 10.1080/10401334.2013.830514
DO - 10.1080/10401334.2013.830514
M3 - Article
C2 - 24112202
AN - SCOPUS:84886408429
SN - 1040-1334
VL - 25
SP - 326
EP - 333
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 4
ER -