Clinical Rounds

One of the methods of clinical education is clinical rounds which makes students more skilled in the comprehensive care of patients. since midwifery students are faced with low-risk and high-risk cases of mothers during the perinatal period, Therefore, it is necessary to pay attention to their clinical self-efficacy. The aim of this study was to determine. The effect of "clinical virtual round" on clinical self-efficacy among midwifery students. The study was experimental with the control group design. The subjects were randomly divided into the intervention (n = 30) and control (n = 30) groups. two groups received clinical virtual round and report back model (respectively). subjects in both groups responded to the 20-item clinical self-efficacy Questionnaire, before and after the intervention. Data were analyzed with paired t-test and t-student by SPSS v 22. The baseline mean ± SD scores for clinical self-efficacy in interventional and control groups were 10.1 ± 1.32, and 10.1 ± 3.05 respectively (P = 0.233). clinical virtual round increased clinical self-efficacy (65.1 ± 1.42) of midwifery students compared with the control group (11.1 ± 1.72) (P = 0.002). According to this study's results, it is recommended that clinical virtual rounds can be increasing clinical self-efficacy among midwifery students.

Effect evaluation of the 7E teaching model based on real clinical cases in nursing students' clinical rounds: A quasi-experimental study.

Aim: The rapid change in many fields in the global sense and the need for transformation due to this change has also affected the field of medical sciences; therefore, revisions have been required in medical education practices. For this reason, medical education is considered as one of the fields where change occurs fast. This study aims to examine the Grand Rounds model in terms of continuing medical education and lifelong learning through the analysis of its planning, implementation, and evaluation process. Methods: This traditional literature review, in the context of continuing medical education and lifelong learning, was conducted to examine the planning, implementation and evaluation processes of grand rounds, especially in the United States. In Pubmed, Scopus and Google Scholar search engines, the keywords "Clinical Rounds", "Medical Rounds", "Bedside Teaching Rounds", "Medicine Rounds" and "Ward Rounds", which are called "classical clinical learning cycle", were searched. Then, the studies that included the term “Grand Rounds” model were examined.Results: The grand rounds are designed to follow up-to-date diagnosis and treatment methods, to encourage knowledge sharing among faculty members, to contribute to the lifelong learning skills of students and faculty members, to create an active learning environment for assistants and students, and to share the faculty’s experiences with other stakeholders. It has been observed that the Grand Rounds, which was created in the context of adult learning theory and lifelong learning, has a more comprehensive process than traditional clinical rounds, is applied both in pre-graduate and postgraduate medical education and with the participation of health professionals from various disciplines. The most important stage of the Grand Rounds is planning. Therefore, there are some key elements that should be considered by the organizing committee that will carry out the planning process. These elements include shaping the content around the themes that will meet the needs of the participants, determining the appropriate learning outcomes, and deciding on the presentations that will contribute to the development of students' skills such as clinical reasoning, problem solving and decision making. During the implementation process, sufficient time should be allowed for the participants to discuss, interact, and share information about the subject. After Grand rounds, both the content in the learning cycles and the presenters should be evaluated with valid and reliable tools.Conclusions: Integration of Grand rounds into continuous medical education in Turkey is strongly recommended in terms of providing broader lifelong learning opportunities for medical students, resident physicians and medical educators.

The contributions of managed care pharmacists who participate in clinical rounds at contract hospitals are described. A program in which pharmacists employed by Kaiser Permanente go on rounds at two contract hospitals as part of a multidisciplinary Kaiser team was implemented in January 1995. The rounding pharmacist reviews patients' charts, assesses optimal drug therapy, intervenes proactively, identifies candidates for home i.v. therapy, facilitates patient discharge, and provides on-the-spot drug information. Other services include therapeutic drug monitoring, dosage-adjustment recommendations, counseling, consultations, detecting adverse drug reactions, and education. The pharmacist documents all services and interventions, and their impact. At one hospital, a 500-bed institution, there were 1097 recommendations for intervention between April 1995 and May 1996. More than 99% of these recommendations were accepted. Over the 14-month period, the Kaiser team saved an estimated $523,907 and cost an estimated $57,643 (not counting benefits) in pharmacist participation. Managed care pharmacists on rounds at contract hospitals influenced enrolled patients' pharmacotherapy and reduced the plan's costs.

ABSTRACTInterprofessional communication and collaboration during hospitalisation is critically important to provide safe and effective care. Clinical rounds are an essential interprofessional process in which the clinical problems of patients are discussed on a daily basis. The objective of this exploratory study was to identify healthcare professionals’ perspectives on the “ideal” interprofessional round for patients in a university teaching hospital. Three focus groups with medical residents, registered nurses, medical specialists, and quality improvement officers were held. We used a descriptive method of content analysis. The findings indicate that it is important for professionals to consider how team members and patients are involved in the decision-making process during the clinical round and how current social and spatial structures can affect communication and collaboration between the healthcare team and the patient. Specific aspects of communication and collaboration are identified for improving effective interprofessional communication and collaboration during rounds.

BackgroundHand-held computers, also commonly known as personal digital assistants (PDAs) were originally designed as personal organisers. Nowadays, many healthcare professionals use PDAs in their clinical work, accessing medicines databases, guidelines...

Background: The novel coronavirus (COVID-19) has presented educators with new, unique challenges in delivering education that have underscored the need for innovative ways to prepare learners for the clinical setting without being physically present in the clinic. This virtual workshop was developed to simulate newborn nursery rounds for students removed from the clinical setting at the onset of the COVID-19 pandemic. Methods: Students were each assigned one case to present, with the facilitator guiding the discussion as if on clinical newborn nursery rounds. Student educational outcomes were measured using newborn nursery Entrustable Professional Activities (EPAs) assessment forms on a 5-point Likert scale. Performance on the EPAs was compared between students completing virtual rounds versus those who completed in-person rounds. Results: Of the 7 measured EPAs, only 2 showed a statistically significant differences (EPA 3, p-value 0.01 and EPA 9, p-value 0.003). Conclusion: These results demonstrated that virtual newborn nursery rounds can act as a substitution for clinical newborn nursery rounds with statistically significant differences in only 2 of the 7 measured EPAs. Virtual, simulated rounds are an alternative way to introduce medical students to the newborn nursery and review concepts that will help them to succeed in the clinical setting.

Increasingly, psychiatrists make little distinction between psychiatric and neurologic disorders, considering them all as dysfunctions of the central nervous system. This is a practical how to book intended primarily for trainees and practicing clinicians unfamiliar with the relatively new field of neuropsychiatry. It is written as the author might teach the material during clinical rounds and in small group seminars. In a clear and engaging style, he explains what to do and how to do it, giving the rationale for each step, and synthesizing neuropsychiatric principles with practical guidelines for diagnosis and management of adult patients. Many tables are included for quick reference and to help the reader to quickly see the big picture of a given topic. The book covers personality and personality disorders, depression, bipolar disorder, psychiatric disorders, alcohol and substance abuse, epilepsy, traumatic brain injury and stroke, anxiety disorders, obsessive compulsive disorders, headache and violence. It can be used as an introductory text for psychiatric residents, medical students, and others who care for persons with behavioral disorders. It can also be used as a clinical manual or reference by practitioners in psychiatry and neurology.

In this webinar Ross Allan discusses: Diagnosis and decision making Why cruciate disease is more than ‘one diagnosis’ Creating reliable and reproducible surgical plans Techniques for effective patient and client management BSAVA Clinical Rounds are a monthly, themed, live-streamed and interactive evening of interpretation of diagnostic images, test results and management of clinical cases. Visit our CPD calendar to reserve your place.

Nursing: July 2014 - Volume 44 - Issue 7 - p 23-25 doi: 10.1097/01.NURSE.0000450789.10849.c5

A cross-sectional national survey was conducted amongst a random sample of medical practitioners registered in 1988 with the Malaysian Medical Council with the purpose of determining their educational needs with regards to continuing medical education (CME). A 91.0% response rate was obtained. It was found that more than 70% wanted a programme that would provide them with new practical skills and new knowledge or advances in specific fields. About 2/3 also wanted their intellectual skills in problem-solving to be further developed. Reinforcement of communication skills appears to be of secondary importance. They would also like a programme of CME to help them monitor and improve their diagnostic accuracy, investigative habits, prescribing pattern, skills in interpreting diagnostic tests and management of common illnesses. As for content areas it was found that the problems they have least confidence in managing come mainly from the disciplines of psychiatry, obstetrics and gynaecology, and emergency and critical care. More than 90% preferred self-learning methods with some group-type activities. Based on these needs it was recommended that a programme of CME be developed with orientation towards a practice-based setting, self-directed learning, utilizing problem-solving approaches and focusing on the major content areas identified. In addition, activities such as small-group discussions, clinical rounds and journal clubs should be encouraged to develop into local network group activities to supplement the self-learning and present lectures and talks.

BackgroundAt a tertiary hospital in Korea, antimicrobial stewardship program (ASP) activities, including preauthorization for carbapenem use, were suspended in early 2024 due to a nationwide medical strike, leading to increased carbapenem consumption. In response, a PAF strategy was introduced in December 2024 and further enhanced in January 2025 to include compliance monitoring, ward rounds, and follow-up feedback. This study evaluated the impact of the augmented PAF on carbapenem use following ASP suspension and assessed changes in prescriber adherence compared to standard PAF.Trend in carbapenem use expressed as monthly DOT per 1,000 patient-daysCarbapenem DOT/1,000PD decreased after implementation of the augmented prospective audit and feedback (PAF) strategy. December 2024 (standard PAF only) was excluded as transition period.Estimated Changes in Carbapenem Use Following ASP Suspension and Augmented PAF ImplementationInterrupted time series analysis showing a significant reduction in DOT during augmented PAF period compared to ASP suspension period (p=0.017)MethodsWe retrospectively analyzed monthly carbapenem Days of Therapy (DOT) from January 2021 to March 2025. DOT trends were assessed using interrupted time series analyses based on a linear regression model, comparing the ASP suspension period (March–November 2024) with the subsequent period following implementation of the augmented PAF (January–March 2025). A separate comparison of prescriber adherence rates was conducted between December 2024 (standard PAF only) and January–March 2025 (augmented PAF).Number of Patients audited, Carbapenem Discontinuations, and Discontinuation Rates Before and After Augmented PAF ImplementationIn December 2024 (standard PAF), 7-day natural discontinuations were assessed, whereas from January to March 2025, post-intervention discontinuations were analyzed. Augmented PAF implementation was associated with an increased rate of carbapenem discontinuation.ResultsFollowing the introduction of the augmented PAF in January 2025, a significant reversal in carbapenem DOT trend was observed, marked by a monthly decrease of 7.174 DOT (95% CI: –13.014 to –1.334; p = 0.017) and a relative reduction of 30.9%. In December 2024, when only standard PAF was implemented, 25.0% (6/24) of patients noncompliant with initial feedback discontinued or modified carbapenem use within 7 days, whereas this rate increased to 58.5% (31/53) following the introduction of augmented PAF with additional feedback after clinical ward rounds from January to March 2025 (p = 0.008).ConclusionPAF remains an important core activity of antimicrobial stewardship alongside preauthorization. In this study, implementation of PAF was associated with a reduction in carbapenem use following ASP suspension, and the adoption of an augmented PAF approach incorporating clinical rounding and real-time feedback improved prescriber adherence.DisclosuresAll Authors: No reported disclosures

Clinical Rounds

Nursing: March 2016 - Volume 46 - Issue 3 - p 25-27 doi: 10.1097/01.NURSE.0000480612.31802.79

BSAVA Clinical Rounds are a monthly, themed, live-streamed and interactive evening of interpretation of diagnostic images, test results and management of clinical cases. The 90-minute sessions are designed to appeal to all vets regardless of the point in their career. The live sessions are available to BSAVA members only and are held on the second Monday of every month – places are on a first come first served basis. Visit our CPD calendar to reserve your place.