Advanced search
Publication Cover
Advances in Medical Education and Practice Volume 11, 2020 - Issue
Submit an article Journal homepage
136
Views
2
CrossRef citations to date
0
Altmetric
Original Research

Is Asking Questions on Rounds a Teachable Skill? A Randomized Controlled Trial to Increase Attendings’ Asking Questions

Helen M Shields1 Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0457-9606
ORCID Icon,
James P Honan2 Harvard Graduate School of Education, Cambridge, MA, USA
,
Jeffrey D Goldsmith3 Department of Pathology, Boston Children’s Hospital and Harvard Medical School, Boston, MA, USA
,
Rachna Madan4 Department of Radiology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
,
Stephen R Pelletier5 Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
,
Christopher L Roy6 Division of Hospitalist Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
&
Lindsey C Wu6 Division of Hospitalist Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
 show all
Pages 921-929 | Published online: 01 Dec 2020

References

  • Stickrath C, Noble M, Prochazka A, et al. Attending rounds in the current era: what is and is not happening. JAMA Intern Med. 2013;173(12):1084–1089. doi:10.1001/jamainternmed.2013.6041
  • Merritt FW, Noble MN, Prochaza AV, et al. Attending rounds: what do the all star teachers do? Med Teach. 2017;39(1):100–104. doi:10.1080/0142159X.2017.1248914
  • Janicik RW, Fletcher KE. Teaching at the bedside: a new model. Med Teach. 2003;25:127–130.
  • Abdool MA, Bradley D. Twelve tips to improve medical teaching rounds. Med Teach. 2013;35(11):895–899. doi:10.3109/0142159X.2013.826788
  • Gonzalo JD, Heist BS, Duffy BL, et al. Art of bedside rounds: a multi-center qualitative study of strategies used by experienced bedside teachers. JGIM. 2012;28(3):412–420. doi:10.1007/s11606-012-2259-2
  • Crumlish CM, Yialamas MA, McMahon GT. Quantification of bedside teaching by an academic hospitalist group. J Hosp Med. 2009;4(5):302–307. doi:10.1002/jhm.540
  • Ende J. What if Osler were one of us? J Gen Intern Med. 1997;12(Supplement 2):S41–S48. doi:10.1046/j.1525-1497.12.s2.6.x
  • Carlos WG, Kritek PA, Clay AS, et al. Teaching at the bedside: maximal impact in minimal time. Ann Am Thorac Soc. 2016;13:545–548.
  • Christensen CR. Premises and practices of discussion teaching. In: Christensen CR, Garvin DA, Sweet A, editors. Education for Judgment: The Artistry of Discussion Leadership. 1991:15–33.
  • Christensen CR. The discussion teacher in action: questioning, listening, and response. In: Christensen CR, Garvin DA, Sweet A, editors. Education for Judgment: The Artistry of Discussion Leadership. 1991:153–170.
  • Shields HM, Pelletier SR, Roy CL, Honan JP. Asking a variety of questions on walk rounds: a pilot study. J Gen Intern Med. 2018;33(6):969–974. doi:10.1007/s11606-018-4381-2
  • Shields HM, Guss D, Somers SC, et al. A faculty development program to train tutors to be discussion leaders rather than facilitators. Acad Med. 2007;82(5):486–492. doi:10.1097/ACM.0b013e31803eac9f
  • Garvin D. Making the case. Professional education for the world of practice. Harv Mag. 2003;106:56–65.
  • Berbano EP, Browning R, Pangaro L, et al. The impact of the Stanford Faculty Development Program on ambulatory teaching behavior. J Gen Intern Med. 2006;21(5):430–434. doi:10.1111/j.1525-1497.2006.00422.x
  • Steinert Y, Mann K, Centeno A. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME No.8. Med Teach. 2006;28(6):497–526. doi:10.1080/01421590600902976
  • Leslie K, Baker L, Egan-Lee E, et al. Advancing faculty development in medical education: a systematic review. Acad Med. 2013;88(7):1038–1045. doi:10.1097/ACM.0b013e318294fd29
  • Skeff K. Evaluation of a method for improving the teaching performance of attending physicians. Am J Med. 1983;74(3):465–470. doi:10.1016/0002-9343(83)90351-0
  • Skeff KM, Stratos G, Campbell M, et al. Evaluation of the seminar method to improve clinical teaching. J Gen Intern Med. 1986;1(5):315–322. doi:10.1007/BF02596211
  • Litzelman DK, Stratos GA, Mariott DJ, et al. Beneficial and harmful effects of augmented feedback on physicians’ clinical-teaching performance. Acad Med. 1998;73(3):324–332. doi:10.1097/00001888-199803000-00022
  • Rabinowitz R, Farnan J, Hulland O, et al. Rounds today: a qualitative study of internal medicine and pediatrics residents perceptions. J Grad Med Educ. 2016;8(4):24–31. doi:10.4300/JGME-D-15-00106.1
  • Hulland O, Farnan J, Rabinowitz R, et al. What’s the purpose of rounds? A qualitative study examining the perception of faculty and students. J Hosp Med. 2017;12(11):892–897. doi:10.12788/jhm.2835

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.