The Educational Value Of Post-Take Ward Rounds For Senior Trainees

BACKGROUND: The educational value of post-take ward rounds (PTWRs) is an under-researched area of postgraduate medical education. OBJECTIVE: We investigated perceptions of this activity amongst higher specialty trainees. METHODS: The project was conducted in a large district general hospital in London, UK. Quantitative and qualitative data were collected to establish opinions of the PTWR amongst higher specialty trainees in medicine. Eighteen senior trainees were eligible to participate. Of these, 14 (78%) responded to our questionnaire and 4 were selected by purposive sampling to participate in semi-structured interviews. RESULTS: Most trainees felt that the focus of PTWRs was service provision with little time devoted to teaching (79% of respondents) and that feedback was rarely provided (71% of respondents). Trainees commented on learning opportunities available on PTWRs, as well as consultant behaviour they considered valuable. The main barriers to teaching and learning were time pressures, workload, interruptions, management (rather than patient assessment) focus, lack of follow-up of cases and feedback. The data included useful suggestions for improving the educational value of PTWRs. CONCLUSIONS: PTWRs are currently a wasted educational opportunity. Radical change to organisation and practice will be necessary to address this. There will be resource implications.