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Medical Teacher Volume 35, 2013 - Issue 11
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Research Article

Twelve tips to improve medical teaching rounds

Muhammad Ali AbdoolAintree University Hospital, UK; DR. MUHAMMAD ALI ABDOOL, MBChB, MRCP, FHEA, is a Clinical Fellow in Cardiology at the Aintree University Hospital in Liverpool, UK. He has been given recognition for being heavily involved with undergraduate medical teaching as a Fellow of the Higher Education Academy. He undertook both his undergraduate medical degree and a Masters in Medical Education at the University of Manchester, UK.Correspondence[email protected]
&
Don BradleyUniversity of Manchester, UK; DR DON BRADLEY, BSc, MEd, Pg Cert, EdD, FHEA, is the Director of Staff Development in Manchester Medical School, University of Manchester and Director of the MSc “Medical Education.” He leads the professional educational development of clinicians who teach undergraduate medical students. His experience is in teachers’ professional development and medical education. He completed his Doctorate in Education at the University of Bristol.
Pages 895-899 | Published online: 04 Sep 2013

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Helen M Shields, James P Honan, Jeffrey D Goldsmith, Rachna Madan, Stephen R Pelletier, Christopher L Roy & Lindsey C Wu. (2020) Is Asking Questions on Rounds a Teachable Skill? A Randomized Controlled Trial to Increase Attendings’ Asking Questions. Advances in Medical Education and Practice 11, pages 921-929.
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Cason Pierce, Janet Corral, Eva Aagaard, Ben Harnke, David M. Irby & Chad Stickrath. (2020) A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61. Medical Teacher 42:6, pages 604-615.
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Andrew J. Hale, Jason Freed, Daniel Ricotta, Grace Farris & C. Christopher Smith. (2017) Twelve tips for effective body language for medical educators. Medical Teacher 39:9, pages 914-919.
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Kim J. Verhaegh, Annamarike Seller-Boersma, Robert Simons, Jeanet Steenbruggen, Suzanne E. Geerlings, Sophia E. de Rooij & Bianca M. Buurman. (2017) An exploratory study of healthcare professionals’ perceptions of interprofessional communication and collaboration. Journal of Interprofessional Care 31:3, pages 397-400.
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Michael B. Pitt & Jay D. Orlander. (2017) Bringing mini-chalk talks to the bedside to enhance clinical teaching. Medical Education Online 22:1, pages 1-7.
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Faidon-Marios Laskaratos, Deirdre Wallace, Despoina Gkotsi, Aine Burns & Owen Epstein. (2015) The educational value of ward rounds for junior trainees. Medical Education Online 20:1.
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Arun Sivananthan, Aurelien Gueroult, Geiske Zijlstra, Guy Martin, Aravindhan Baheerathan, Philip Pratt, Ara Darzi, Nisha Patel & James Kinross. (2022) Using Mixed Reality Headsets to Deliver Remote Bedside Teaching During the COVID-19 Pandemic: Feasibility Trial of HoloLens 2. JMIR Formative Research 6:5, pages e35674.
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Alexandra Kilinsky, Timothy Brandt, Alice Fornari, Pratichi Goenka, Sophia Jan, Rashi Kabra, Dev Darshan Khalsa, Sheila Liewehr, Nancy Palumbo, Anupama Subramony & Nicole Leone. (2021) Who Speaks First? Promoting Senior Resident Autonomy on Family-Centered Rounds: A QI Initiative. Hospital Pediatrics 11:11, pages 1229-1237.
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Tobias Mill, Shefali Parikh, Archie Allen, Gemma Dart, Daniel Lee, Charlotte Richardson, Keith Howell & Andrew Lewington. (2021) Live streaming ward rounds using wearable technology to teach medical students: a pilot study. BMJ Simulation and Technology Enhanced Learning 7:6, pages 494-500.
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Nurul Husna Ahmad Rahman, Mohammad Arif Kamaruddin, Mohd Nasri Awang Besar & Mohamad Nurman Yaman. (2021) Perception of Undergraduate Medical Students on Educational Environment. Education in Medicine Journal 13:1, pages 57-71.
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Juan Miguel Martínez-Galiano, Laura Parra-Anguita, Miguel Delgado-Rodríguez & Manuel González-Cabrera. (2021) Nursing Education in a Real-Life Context: The Teaching Ward Round. Nursing Reports 11:1, pages 45-53.
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Ye Yang, Li Yan Li, Lin Wei Sang, Bin Yong Yang, Ping Ya Zhu, Lei Dai, Wei Bao, Wei Liu & Fang Su Wu. (2020) An Observation of a Resident-as-Teacher Combined with Tutor Guided Hysteroscopy Teaching Program for Standardized Residency Training (SRT) in Obstetrics and Gynecology. Journal of Healthcare Engineering 2020, pages 1-10.
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Carlos Gutiérrez-Cirlos, J. Jesús Naveja & Melchor Sánchez-Mendiola. (2020) Modelos de educación médica en escenarios clínicos. Investigación en Educación Médica:35, pages 96-105.
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Denise K. Gormley, Amy J. Costanzo, Jane Goetz, Jahmeel Israel, Jessica Hill-Clark, Tracy Pritchard & Katherine Staubach. (2019) Impact of Nurse-Led Interprofessional Rounding on Patient Experience. Nursing Clinics of North America 54:1, pages 115-126.
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Darlene Tad-y & Ethan Cumbler. 2017. Hospital Medicine. Hospital Medicine 191 201 .
Raphael Rabinowitz, Jeanne Farnan, Oliver Hulland, Lisa Kearns, Michele Long, Bradley Monash, Priti Bhansali & H. Barrett Fromme. (2016) Rounds Today: A Qualitative Study of Internal Medicine and Pediatrics Resident Perceptions. Journal of Graduate Medical Education 8:4, pages 523-531.
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Victoria Walton, Anne Hogden, Julie Johnson & David Greenfield. (2016) Ward rounds, participants, roles and perceptions: literature review. International Journal of Health Care Quality Assurance 29:4, pages 364-379.
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Faidon-Marios Laskaratos, Despoina Gkotsi, Eleftheria Panteliou & Owen Epstein. (2014) The educational value of ward rounds in conveying knowledge and developing trainees' clinical skills. British Journal of Hospital Medicine 75:3, pages 162-165.
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