title: What is the educational value of ward rounds? A learner and teacher perspective.
abstract: Ward rounds (WRs) have been a valuable resource in medical education for both learners and teachers since first recorded in 1660. Previous studies have shown that over 50% of junior doctor learning occurs on WRs. However, postgraduate medical education in the UK has changed significantly over recent years with the adoption of the foundation programme and the application of the European Working Time Directive (EWTD). Using an anonymous questionnaire and small group discussions, foundation year doctors were surveyed regarding their perceptions of the educational value of WRs. Eighteen per cent of foundation year doctor learning occurs on WRs. Hindrances to learning and teaching include lack of time, increasing patient numbers and an absence of team consistency. The current study is the first to investigate the impact on the educational value of WRs following the introduction of the EWTD and the foundation programme. WRs continue to play a crucial role in postgraduate medical education but increasing pressure of service commitment and lack of teacher training continue to threaten this learning opportunity.
authors.affiliation: Southampton University Hospital NHS Trust. agc1g09@soton.ac.uk
authors.forename: Andrew
authors.initials: A
authors.lastname: Claridge
mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D003625:Data Collection; D004503:Education, Medical, Graduate; D004739:England; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008505:Medical Staff, Hospital / Q000523:psychology*; D013663:Teaching; D056164:Teaching Rounds; D055815:Young Adult