Teaching and learning in the hospital ward.

摘要: Abstract Aim To explore ways in which student learning during formal ward rounds can be enhanced. Method Qualitative study of University Otago medical students (Dunedin, New Zealand) involving observation surgical teams rounds, and indepth interviews with consultant surgeons. Results Teaching opportunities on were often missed by both clinical teachers as service provision patient care took precedence. As a result, felt excluded frequently expressed ambivalence about the educational value whole team rounds. Students more likely to consider themselves part when they useful included discussions care. They reported that learned effectively smaller, educationally focussed incorporated bedside tutorials practice examination skills. Conclusion know need make most being proactive, spending time ward, useful, asking questions. Clinical staff facilitate consciously including business This means inviting ask questions examine wounds, physically guiding hands examinations, encouraging pay attention among team, explaining what is discussed. At outset we wish acknowledge dedication commitment teaching setting. The an environment potentially rich opportunities, informal. It authentic context for education place where test skills knowledge practical way. settings are also professional socialisation. However, vary scope available do not always these opportunities.