Medical Student's Benefit Rates from the Clinical Teaching Rounds and Its Associated Factors in Tehran University of Medical Sciences in the Year 2010

  • Seyed Mansour Razavi Mail Department of Community Medicine, Tehran University of Medical Sciences, Tehran, Iran.
  • Jaber Mahmoudi Educational Development Center, Tehran University of Medical Sciences, Tehran, Iran.
  • Zinat Nadia Hatmi Department of Community Medicine, Tehran University of Medical Sciences, Tehran, Iran.
  • Mandana Shirazi Educational Development Center, Tehran University of Medical Sciences, Tehran, Iran.
Keywords:
Clinical Round, Content of the rounds, Grand round, Perceived benefit rate

Abstract

Among the various methods of clinical teaching, rounds and grand rounds are considered as the gold standards. Clinical round includes some standard components and it plays an effective role in student's learning process. The aim of this study was to evaluate the content of teaching rounds in 40 clinical wards in 4 medical teaching hospitals affiliated to Tehran University of Medical Sciences in Tehran, Iran, and also to assess the learners benefit rate from these programs and determine the factors affecting those. This is a cross sectional, descriptive and analytical study conducted on 318 medical learners in different grades, about the content of clinical rounds. The data collection tool was a questionnaire made by researchers. The validity of the questionnaire according to experts opinions and the reliability with a pilot study conducted on 30 cases were confirmed (α=0.826). Data entered into the SPSS software and for analysis Chi-square, Student's t-test, ANOVA and linear regression analysis tests were used. In this study 20 subjects related to clinical rounds content were assessed. The highest score was related to the subject of diagnosis and the lowest one was related to legal issues. Overall, the mean score of the learner's benefit rate to this method was 3.52 out of five. The level of learner's benefit rate was above the average and the benefit rates according to educational grade, number of the students and faculties were significantly different (P<0.05). Average of the benefit rate among residents were significantly higher than the other medical trainees (P<0.05). In conclusion, in understudied clinical rounds, there has been more emphasized on history taking, clinical examinations and diagnosis subjects, and Issues like: accountability, health economy, patient's nutrition, non-drug treatments and medical legal issues are less considered in the studied rounds.

References

La Combe MA. On bedside teaching. Ann Int Med 1997;126:217-20.

Fitzgerald FT. Bedside teaching. West J Med 1993;158:418-20.

Ramani S. Twelve tips to improve bedside teaching. Med Teacher 2003;25:112-5.

Jenkins C, Page C, Hewamana S, Brigley S. Techniques for effective bedside teaching. Brit J Hosp Med 2007;68:M150-3.

Gachoud D, Monti M, Waeber G, Bonvin R. [Conducting ward rounds: a balance between care and teaching]. Rev Med Suisse 2013;9(404):2013-6.

Qureshi Z, Maxwell S. Has bedside teaching had its day? Adv Health Sci Educ Theory Pract 2011;17(2):301-4.

Gonzalo JD, Heist BS, Duffy BL, Dyrbye L, Fagan MJ, Ferenchick GS, Harrell H, Hemmer PA, Kernan WN, Kogan JR, Rafferty C, Wong R, Elnicki DM. The value of bedside rounds: a multicenter qualitative study. Teach Learn Med. 2013;25(4):326-33.

Amini A. Approaches to evaluation and accreditation of educational institutions. Views on medical education policies, third national development Planning conference. 2000.

O'Hare JA. Anatomy of ward round. Eur J Inter Med 2008;19(5):309–13.

Van Hoof TJ, Monson RJ, Majdalany GT, Giannotti TE, Meehan TP. A case study of medical grounds: are we using effective methods? Acd Med 2009;84(8):1144-51.

Dent JA. Hospital wards in: Dent JA, Harden Ronald M. AnPractical Guide For Medical Teachers, 2001. p: 100-6.

Expected competencies for medical graduates from Tehran University of Medical Sciences. Approved by: General Medicine curriculum planning committee. First edition, medical faculty publication 2011.

Muething SE, Kotagal UR, Schoettker PJ, Gonzalez del Rey J, Dewitt TG. Family-Centered bedside rounds: a new approach to patient care and teaching. Pediatrics 2007,119(4):829-32.

Steiger S, Praschinger A, Kletter K, Kainberger F.Diagnostic grand rounds: A new teaching concept to train diagnostic reasoning. Eur J Radiol 2009;78(3):349-52.

Otsu N, Tominaga M, Mizutani M, Kimura W. Participation of the clinical laboratory in the nutrition support team. Rinsho Byori 2006;54(1):67-72.

Dashti-Khavidaki S, Khalili H, Hamishekar H, Shahverdi S. Clinical pharmacy services in an Iranian teaching hospital: a descriptive study. Pharm World Sci 2009;31(6):696-700.

How to Cite
1.
Razavi SM, Mahmoudi J, Hatmi ZN, Shirazi M. Medical Student’s Benefit Rates from the Clinical Teaching Rounds and Its Associated Factors in Tehran University of Medical Sciences in the Year 2010. Acta Med Iran. 51(12):897-902.
Section
Articles