"I just stand around and look friendly" - Comparing medical students' and physicians' ward round scripts

Area of Science:

• Medical Education
• Internal Medicine
• Clinical Pedagogy

Background:

• Ward rounds are crucial for medical student learning.
• Unfavorable scripts in ward rounds can impede effective learning.
• Investigated content and knowledge construction potential of ward round activities.

Purpose of the Study:

• Analyze ward round scripts for content focus.
• Evaluate the knowledge construction potential of ward round activities.
• Understand student and physician perspectives on ward round learning.

Main Methods:

• Standardized interviews with 50 medical students and physicians.
• Participants in internal medicine across various expertise levels.
• Coded activities for content focus and knowledge construction potential.

Main Results:

• Residents primarily focused on patient care activities.
• Teaching and learning activities were infrequent but noted by students and experienced physicians.
• Students identified more passive activities with low knowledge construction potential, particularly in their own roles.

Conclusions:

• Medical students need support to view ward rounds as learning opportunities.
• Residents must embrace teaching responsibilities, encouraging active student engagement.
• Enhancing active participation can improve the educational value of ward rounds.