The ward round: friend or foe in postgraduate training? A grounded theory study of residents’ perspectives

Figures & data

Figure 1. Diagram conceptualizing ward round learning in postgraduate medical education.

Table 1. Category development from focused codes.

Theoretical category	Focused codes
From novice to expert – learning knowledge, attitude and skills to become a specialist	Learning and applying higher order knowledge and skills Gaining mastery of non-technical skills Linking up literature and patient care Progression from supervised to independent practice
Teaching and learning activities on the ward round	Making mistakes and being corrected Learning by observation Questioning as a way to learn Constructive feedback Knowledge sharing Spoon feeding Teaching others Triggering
The critical role of ward round leadership	Interest of faculty in teaching Need for teaching skills Faculty as a role-model The power of experience
Maximizing the learning potential of the round	Balancing ward round roles Organized learning on the ward round Adequate preparation for the ward round Assigning importance to ward round learning
An unfriendly ward round learning environment – a missed opportunity	Fear and anxiety during roundsHopelessness and reduced self-esteem Harassment during rounds
Barriers to learning on ward rounds	Different cadres of learners Large number of trainees Busy rounds Patient preferences