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Patient Satisfaction with Bedside Teaching Rounds Compared with Nonbedside Rounds.

Jason Ramirez¹, Jason Singh¹, Adrienne A Williams¹

¹From the Department of Family and Community Medicine, University of Maryland School of Medicine, Baltimore and the Family Medicine Department, University of Illinois at Chicago College of Medicine, Chicago.

Southern Medical Journal

|February 4, 2016

Summary

This summary is machine-generated.

Bedside teaching rounds do not cause patient discomfort and may enhance perceived provider compassion. This study suggests returning to bedside teaching rounds for improved patient-centered care.

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Area of Science:

Medical Education
Patient Experience
Clinical Practice

Background:

Bedside teaching rounds have declined in graduate medical education.
A perceived barrier is patient discomfort or dissatisfaction with bedside rounds.

Purpose of the Study:

To compare patient perceptions of bedside versus nonbedside teaching rounds.
To investigate patient comfort, satisfaction, and perceived compassion during teaching rounds.

Main Methods:

Adult patients on a family medicine inpatient team were randomized to bedside or nonbedside teaching rounds.
Participants completed a discharge questionnaire assessing decision-making involvement, trust, satisfaction, and compassion.
Statistical analysis compared patient perceptions between the two groups.

Main Results:

High patient satisfaction reported in both groups across all measures.
No significant differences found in decision-making involvement, trust, or satisfaction.
Patients perceived significantly higher provider compassion with bedside teaching rounds.

Conclusions:

Concerns about patient discomfort during bedside teaching rounds are unfounded.
Bedside teaching rounds may enhance perceived provider compassion.
Findings support the return of teaching rounds to the bedside for patient-centered care.