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• W2377611912 abstract "* Abbreviation: FCR — : family-centered roundsAt 8:00 am on a busy morning, the pediatrics team begins rounds. The team of 12 providers dons gowns and gloves before entering the room of the first patient, a 9-month-old girl with bronchiolitis. They enter slowly, introducing themselves one-by-one to the patient’s mother. The intern relays the patient’s history, examination, and plan for the day, speaking quietly to avoid waking the patient while the attending carefully examines her. “She seems improved. We will keep monitoring her, but we hope to get you home soon.” The next few minutes are spent answering the mother’s questions. After 10 minutes, the team files out of the room quietly. “Alright, let’s keep moving,” says the senior resident once they re-enter the hallway. “We have 24 patients left and mandatory conference at noon.”In 2003, the American Academy of Pediatrics deemed family-centered rounds (FCR) to be the standard of care.1 Defined as conducting attending rounds, including patient presentations and discussions, in the patient’s room with nursing and family present, FCR has improved multiple aspects of patient care.1 However, both trainees and attending physicians have debated the impact FCR may have on medical education. Although studies have demonstrated residents’ belief in FCR as a forum to hone skills such as communication and professionalism, they have frequently acknowledged a weakness in didactic teaching.2,3 Before proposing remedies to this … Address correspondence to Natalja Stanski, MD, Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 5018, Cincinnati, OH 45229. E-mail: natalja.stanski{at}cchmc.org" @default.
• W2377611912 created "2016-06-24" @default.
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• W2377611912 date "2016-01-01" @default.
• W2377611912 modified "2023-10-01" @default.
• W2377611912 title "Improving Trainee Education During Family-Centered Rounds: A Resident’s Perspective" @default.
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• W2377611912 doi "https://doi.org/10.1542/peds.2015-3679" @default.
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