Table 2.
Domains for Successful Ward Attending Rounds
| DOMAINS AND ATTRIBUTES | Mean Rating | ||
|---|---|---|---|
| Faculty | Trainees | Overall | |
| Domain 1: Learning Atmosphere | 4.11 | ||
| Be approachable—not intimidating (1) | 4.74 | 4.34 | 4.45 |
| Insist on respect for all team members (16) | 4.71 | 4.32 | 4.43 |
| Showing enthusiasm (2) | 4.65 | 3.92 | 4.13 |
| Showing appreciation of team members for work performed (5) | 4.35 | 3.89 | 4.02 |
| Giving positive and negative feedback to all team members (12) | 4.26 | 3.92 | 4.02 |
| Allow room for mistakes (28) | 3.97 | 3.98 | 3.98 |
| Encourage a serious but relaxed atmosphere (13) | 3.79 | 3.74 | 3.79 |
| Domain 2: Clinical Teaching | 4.10 | ||
| Teaching by example (ie. good bedside manner) (8) | 4.71 | 4.43 | 4.50 |
| Sharing of attending’s thought processes (4) | 4.44 | 4.47 | 4.46 |
| Setting aside time to teach (9) | 4.06 | 4.15 | 4.12 |
| Ensure attendings have a comprehensive knowledge base (19) | 3.85 | 4.22 | 4.12 |
| Integrate theory with actual patients and findings (18) | 3.71 | 4.04 | 3.97 |
| Teaching throughout rounds (3) | 3.68 | 4.04 | 3.93 |
| Discuss pathophysiology in relation to treatment plan (14) | 3.62 | 4.00 | 3.89 |
| Discuss relevant, evidence-based studies and literature (20) | 3.78 | 3.82 | 3.81 |
| Domain 3: Teaching Style | 3.80 | ||
| Ask questions of team about decisions (what and why) (15) | 4.38 | 3.97 | 4.08 |
| Have part of rounds at bedside, demonstrate key physical findings (22) | 3.79 | 4.14 | 4.08 |
| Having succinct teaching points (11) | 3.91 | 3.94 | 3.93 |
| Focus more on teaching than “getting the work done” (25) | 3.03 | 3.12 | 3.09 |
| Domain 4: Communicating Expectations | 3.63 | ||
| Stating expectations for residents/students (6) | 4.59 | 4.29 | 4.37 |
| Allow team some independence in decision-making (7) | 4.41 | 4.02 | 4.13 |
| Seek more patient feedback (29) | 3.06 | 3.01 | 3.03 |
| Ensure no interruptions until presentations are finished (24) | 3.03 | 3.02 | 3.02 |
| Domain 5: Team Management | 3.63 | ||
| Conduct rounds in an organized, efficient, & timely fashion (17) | 4.47 | 4.36 | 4.39 |
| Having a consistent, coherent plan of care (10) | 4.26 | 4.21 | 4.22 |
| Address appropriate discharge plans for & with each patient (26) | 3.94 | 3.77 | 3.81 |
| Allow time on rounds for residents to meet other responsibilities (21) | 3.12 | 3.86 | 3.64 |
| Select some cases to present in full and abridge others (27) | 3.76 | 3.52 | 3.59 |
| Write orders while rounding (30) | 2.41 | 3.28 | 3.03 |
| Having sit-down rounds before seeing patients (23) | 2.44 | 2.87 | 2.75 |
Attributes within each domain, organized by mean ratings of perceived importance by 125 general medicine faculty, internal medicine and family medicine residents, and medical students (2008–09) on a 5-point Likert scale (1-not important at all, 5-extremely important). In parentheses are randomly assigned numbers corresponding to points on the cognitive map