title: Schwartz Centre Rounds: a new initiative in the undergraduate curriculum-what do medical students think?
abstract: BACKGROUND
  Training to be a doctor and caring for patients are recognized as being stressful and demanding. The wellbeing of healthcare professionals impacts upon the wellbeing and care of patients. Schwartz Centre Rounds (SCRs), multidisciplinary meetings led by a trained facilitator and designed for hospital staff, were introduced to enhance communication and compassion, and have since been widely adopted as a way of fostering compassion. The continuum of education suggests that medical students need to develop these attributes in conjunction with resilience and maintaining empathy. The benefits of SCRs in fostering this development in medical students is unexplored. The objective of this study was to examine the potential of SCRs within the undergraduate curriculum.
  
  
  METHODS
  Two student-focused SCRs were piloted at a major medical school. The sessions were based on the current format implemented across the US and UK: a presentation of cases by a multidisciplinary panel followed by an open discussion with the audience. Participants were asked to complete an evaluative questionnaire immediately following the sessions. Seven students took part in a focus group to explore their views on the SCR. Data sets were examined using descriptive statistics and thematic analysis.
  
  
  RESULTS
  Feedback was obtained from 77 % (258/334) Year 5 and 37 % (126/343) Year 6 students. Mean student ratings of the session on a five-point scale, where 1 = poor and 5 = exceptional, were 3.5 (Year 5) and 3.3 (Year 6). Over 80 % of respondents either agreed or strongly agreed that the presentation of cases was helpful and gave them insight into how others feel/think about caring for patients. Eighty percent said they would attend a future SCR and 64 % believed SCRs should be integrated into the curriculum. Focus group participants felt SCRs promoted reflection and processing of emotion. Students identified smaller group sizes and timing in the curriculum as ways of improving SCRs.
  
  
  CONCLUSIONS
  Students were positive about SCRs, preferring them to their current reflective practice assignments. Whether this results in sustained benefits to trainee doctors is yet to be explored. Consideration is given to overcoming the challenges that were encountered, such as optimal timing and participation. Staff training and costs are potential obstacles to adoption.
authors.affiliation: Faculty of Medical Sciences, University College London Medical School, 74 Huntley Street Building, London, WC1E 6AE, UK. f.gishen@ucl.ac.uk.
authors.forename: Faye
authors.initials: F
authors.lastname: Gishen
authors.affiliation: St Gilesmedical, The Vestry House, 60 St Giles High Street, London, WC2H 8LG, UK.
authors.forename: Sophia
authors.initials: S
authors.lastname: Whitman
authors.affiliation: Faculty of Medical Sciences, University College London Medical School, 74 Huntley Street Building, London, WC1E 6AE, UK.
authors.forename: Deborah
authors.initials: D
authors.lastname: Gill
authors.affiliation: Point of Care Foundation, 11-13 Cavendish Square, London, W1G 0AN, UK.
authors.forename: Rhiannon
authors.initials: R
authors.lastname: Barker
authors.affiliation: St Gilesmedical, The Vestry House, 60 St Giles High Street, London, WC2H 8LG, UK.
authors.forename: Steven
authors.initials: S
authors.lastname: Walker
keywords: Burnout; Compassion; Curriculum; Education; Medical student; Resilience; Schwartz centre rounds; Stress; Teaching; Undergraduate