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Contemporary practice of standardised bedside teaching rounds
Clarence Haddon Mullins1, Adam Roderick2, Jill Deaver3
1University of Alabama at Birmingham School of Medicine, Birmingham, Alabama, USA.
The Clinical Teacher
|July 29, 2020
Summary
Standardizing bedside teaching rounds improved patient satisfaction and decreased time spent on rounds. However, learner satisfaction showed mixed results, indicating a need for further research in this area.
Area of Science:
- Medical Education
- Clinical Practice Improvement
Background:
- Bedside teaching rounds are integral to academic inpatient settings.
- Standardization of these rounds aims to optimize patient care and learner experience.
Purpose of the Study:
- To review literature on bedside teaching rounds and their standardization.
- To assess the impact of standardized rounding on patient/learner satisfaction and care metrics.
Main Methods:
- Literature search of PubMed, Scopus, and CINAHL (2003-2019).
- Included randomized controlled trials, cohort studies, and pre-post studies.
- Methodological evaluation using the Medical Education Research Quality Study Instrument (MERQSI).
Main Results:
- Five studies were included (1 RCT, 3 cohort, 1 pre-post).
- Standardized bedside rounds consistently increased patient satisfaction.
- Learner satisfaction results were mixed, and round duration decreased.
Conclusions:
- Limited but positive evidence supports standardized rounding protocols.
- Data can inform faculty development on the benefits and challenges of standardized bedside rounds.
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