Abstract
IntroductionWard rounds (WRs) have been integral to the process of teaching and learning. WRs can also provide healthcare professionals with unique training opportunities at the bedside. The aim of this study was to assess trainees’ perception of the educational value of WRs.MethodsAll trainee doctors in specialties that perform WRs (e.g. medicine, surgery) at a large tertiary care teaching hospital between October and December 2019 were invited to complete a self-administered questionnaire.ResultsTotal of 162 trainees participated (response rate 66%). Table 1 shows the sample’s perceptions of learning knowledge, skills, or attitudes during WRs. The majority (52%) reported that WRs are educationally very useful. Trainees generally agreed that WRs were a good opportunity to learn approaches to history taking (68%) physical examination (62%), diagnostics investigations (83%) and patient management (80%). The greatest barriers to learning on WRs were; lack of time (79%), caseload (77%), emphasis to get work done (66%) and a busy ward environment (57%).Abstract P177 Table 1Trainee’s perceptions of learning knowledge, skills, or attitudes during ward rounds Learning opportunities Strongly agree N (%) Agree N (%) Neutral N (%) Disagree N (%) Strongly disagree N (%) Basic sciences 13 (7.8) 46 (27.7) 41 (24.7) 40 (24.1) 26 (15.7) History taking 37 (22.3) 77 (46.4) 27 (16.3) 16 (9.6) 9 (5.4) Physical examination 31 (18.7) 72 (43.4) 28 (16.9) 22 (13.3) 13 (7.8) Diagnostic investigation 49 (29.5) 89 (53.6) 17 (10.2) 5 (3) 6 (3.6) Patient management 52 (31.3) 81 (48.8) 22 (13.3) 7 (4.2) 4 (2.4) Documentation 27 (16.3) 67 (40.4) 47 (28.3) 20 (12) 5 (3) Time management 22 (13.3) 64 (38.6) 48 (28.9) 22 (13.3) 10 (6) Communication skills 45 (27.1) 78 (47) 26 (15.7) 10 (6) 7 (4.2) ConclusionsMajority of the trainee doctors perceived ward rounds as great opportunity for all domains of learning in diagnostics, patient management, history and physical examination while lack of time, caseload and busy environment identified as obstacles to this practice.