Resident Perspectives Regarding Education on Attending Rounds

Area of Science:

• Medical Education
• Internal Medicine
• Qualitative Research

Background:

• Morning (attending) rounds are crucial for internal medicine resident education.
• Current rounds may lack key educational elements like team involvement and data access.
• Limited research exists on learner-centered rounds and resident perspectives on their education during rounds.

Purpose of the Study:

• To explore Internal Medicine residents' perceptions of morning rounds.
• To identify strengths and weaknesses of different rounding styles.
• To inform the development of a learner-centered approach to attending rounds.

Main Methods:

• Conducted three 60-minute focus groups with 21 postgraduate year 2/3 Internal Medicine Residents.
• Utilized a semistructured interview guide to explore resident experiences and recommendations.
• Analyzed audio recordings and verbatim transcripts using inductive thematic analysis.

Main Results:

• Identified three rounding styles: bedside, table rounds, and hybrid.
• A hybrid model was perceived to offer an optimal balance for education.
• Full bedside rounds presented unintended pitfalls, and attending preparation impacted round quality.

Conclusions:

• Resident perceptions of education during attending rounds are influenced by rounding style and preparation.
• Insights suggest a rounding approach optimizing both patient- and learner-centeredness.
• Focus group findings can guide improvements in resident education during morning rounds.