ArticleAdvances in medical education and practice2019
Teaching methods used by internal medicine residents on rounds: what works?
Article in Advances in medical education and practice, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Medical Students' Perceptions of the Best Clinical Teaching.The clinical teacher · 2025Article
- Reasoning on Rounds: a Framework for Teaching Diagnostic Reasoning in the Inpatient Setting.Journal of general internal medicine · 2023Article
- Near-Peer Supervision in Primary Care: Bringing Teaching Teams From the Wards to the Clinic.Journal of graduate medical education · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe specific teaching methods used by internal medicine residents on walk rounds are unknown.
objectives1) To characterize in real time the specific teaching methods used by internal medicine residents on rounds and 2) to identify attributes of successful resident teaching on rounds. MATERIALS AND
methodsWe conducted a prospective mixed-methods study on inpatient medical services at a single academic medical center from September 2016 to January 2017. Participants were internal medicine residents (postgraduate year [PGY]-1, PGY-2, and PGY-3) and attending physicians. Teachers were PGY-2 and PGY-3 residents, and learners were PGY-1 residents. Residents' teaching on rounds was observed and characterized according to resident demographics, specific teaching methods, and length of time. Participants completed a survey with Likert scale and free-text questions. RESULTS AND
conclusionAmong 136 surveys across 28 separate teaching encounters, we noted that PGY-3 residents' teaching was rated significantly better than PGY-2 residents' teaching. Teaching lasting >1 minute was rated significantly better than teaching lasting <1 minute. Free-text responses emphasized the value of immediate clinical relevance, citing published evidence, conciseness, clarity, and pertinence to the patient. Our findings may help guide internal medicine residents aiming to teach better on rounds and inform further research into specific resident teaching methods.
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