Teaching and learning in the hospital ward

Area of Science:

• Medical Education
• Clinical Pedagogy
• Surgical Training

Background:

• Formal ward rounds are a cornerstone of clinical education.
• Balancing service provision with educational objectives presents challenges.
• Student learning on ward rounds can be suboptimal.

Purpose of the Study:

• To identify strategies for enhancing student learning during formal ward rounds.
• To understand student and faculty perspectives on ward round education.

Main Methods:

• Qualitative study involving University of Otago medical students.
• Observation of surgical teams during ward rounds.
• In-depth interviews with students and consultant surgeons.

Main Results:

• Opportunities for teaching and learning were often missed due to patient care demands.
• Students felt excluded and questioned the educational value of large ward rounds.
• Inclusion in team discussions and feeling useful improved student engagement.
• Smaller, education-focused rounds with bedside tutorials enhanced learning.

Conclusions:

• Students benefit from proactive engagement and being useful on the ward.
• Clinical staff can enhance learning by consciously including students in patient care.
• Facilitating student participation includes encouraging questions, bedside teaching, and explaining discussions.