title: Multiple realities. Teaching rounds in an inpatient pediatric service.
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.
authors.affiliation: North York Board of Education, Toronto, Ontario.
authors.forename: R
authors.initials: R
authors.lastname: Shulman
authors.forename: L
authors.initials: L
authors.lastname: Wilkerson
authors.forename: D A
authors.initials: DA
authors.lastname: Goldman
mesh_terms: D000293:Adolescent; D001900:Boston; D006776:Hospitals, Pediatric; D006784:Hospitals, Teaching; D006801:Humans; D007396:Internship and Residency; D010372:Pediatrics / Q000193:education*; D013663:Teaching / Q000379:methods*