Navigating the complexities of teaching rounds: balancing educational and patient-centered objectives

Area of Science:

• Medical Education
• Patient-Centered Care
• Healthcare Psychology

Background:

• Teaching rounds are crucial for medical training and patient care.
• Participant experiences (physicians, interns, patients) during rounds are understudied.
• This research explores patient presence's impact on the learning environment.

Purpose of the Study:

• To examine the psychological and emotional experiences of participants in medical teaching rounds.
• To investigate the effects of patient presence on the learning environment.
• To analyze themes of comfort, anxiety, cognitive load, and emotional engagement.

Main Methods:

• Design-based research in a surgical ward.
• Involved 40 participants: attending physicians, interns, and patients.
• Collected data via 40 in-depth interviews.

Main Results:

• Communication transparency builds trust but can increase anxiety for trainees and physicians.
• Interns face challenges managing cognitive load while interacting with patients.
• Effective care requires balancing emotional engagement with professional detachment.

Conclusions:

• Understanding participant dynamics in teaching rounds is essential.
• Strategies are needed to balance educational objectives with patient-centered care.
• Insights can enhance medical education learning environments.