Table 1.
Characteristics of Rounding Teams, by Service and Overall, from an Observational Study of Social and Behavioral Topics During Attending Rounds, University of California, San Francisco, and Stanford Schools of Medicine, 2012
| Characteristic | IM-1 (T = 20) | IM-2 (T = 20) | Peds-1 (T = 20) | Peds-2 (T = 20) | All (T = 80) |
|---|---|---|---|---|---|
| Demographics | |||||
| Team size, median (IQR) | 5.0 (4.0, 6.0) | 5.0 (4.0, 5.5) | 8.0 (7.0, 8.5) | 7.0 (7.0, 8.0) | 6 (5, 7.5) |
| Team composition, median number (median %) | |||||
| Trainer: attending, second- or third-year resident | 2.0 (40.0) | 2.0 (40.0) | 2.0 (26.8) | 2.0 (28.5) | 2.0 (33.3) |
| Learner: first-year resident, third- or fourth-year medical student | 2.0 (50.0) | 3.0 (50.0) | 4.0 (50.0) | 4.0 (52.3) | 3.0 (50.0) |
| Other healthcare professional: pharmacist, nurse, social worker, dietician, other | 0.0 (0.0) | 0.0 (0.0) | 2.0 (20.0) | 1.0 (16.7) | 1.0 (14.3) |
| Team leader, number (%) | |||||
| Attending | 3 (15) | 19 (95) | 2 (10) | 14 (70) | 38 (48) |
| Resident: second- or third- year | 10 (50) | 0 (0) | 7 (35) | 3 (15) | 20 (25) |
| Attending + resident(s) | 7 (35) | 1 (5) | 11 (55) | 3 (15) | 22 (28) |
| Caseload | |||||
| Patients per team, median (min, max) | 7.0 (2, 7) | 8.5 (4, 13) | 9.0 (2, 13) | 6.0 (4, 9) | 8.0 (2, 13) |
| Duration of rounds in hours,a median (min, max) | 2.3 (1.0, 3.5) | 2.3 (1.0, 3.3) | 2.0 (0.8, 2.5) | 2.1 (1.0, 3.0) | 2.0 (0.8, 3.5) |
| Minutes per patient, median (min, max) | 21 (9, 36) | 15 (7, 30) | 12 (8, 22) | 20 (15, 30) | 17 (7, 36) |
| Learner-centered attributes, mean (SD)b | |||||
| Learning climate | 3.90 (0.97) | 3.60 (0.75) | 3.15 (0.67) | 3.75 (0.64) | 3.60 (0.81) |
| Enhancing understanding | 3.60 (0.82) | 3.45 (0.89) | 2.90 (0.55) | 3.50 (0.76) | 3.36 (0.80) |
| Promotes teamwork | 3.20 (0.95) | 3.10 (0.72) | 3.20 (1.01) | 3.05 (0.83) | 3.14 (0.87) |
| Gives feedback | 3.55 (0.83) | 2.75 (0.85) | 2.55 (0.61) | 3.00 (0.73) | 2.96 (0.83) |
| Communicates goals | 2.60 (0.75) | 2.85 (0.75) | 2.25 (0.79) | 3.10 (1.17) | 2.70 (0.92) |
| Learner-centered composite | 3.37 (0.71) | 3.15 (0.61) | 2.81 (0.56) | 3.28 (0.63) | 3.15 (0.65) |
| Patient-centered attributes, mean (SD)b | |||||
| Shows care/concern | 3.65 (0.75) | 3.40 (0.60) | 3.30 (0.66) | 3.55 (0.61) | 3.48 (0.66) |
| Elicits information | 3.15 (0.93) | 3.10 (0.91) | 2.90 (0.79) | 2.85 (0.75) | 3.00 (0.84) |
| Educates patient | 2.90 (0.79) | 2.85 (0.88) | 2.65 (0.88) | 2.95 (0.76) | 2.84 (0.82) |
| Shares decision-making, process, and conclusions | 2.90 (0.91) | 2.80 (0.89) | 2.55 (0.76) | 2.80 (0.70) | 2.76 (0.82) |
| Shares decision making, set-up | 1.70 (0.87) | 2.45 (0.76) | 1.25 (0.55) | 2.45 (0.83) | 1.96 (0.91) |
| Patient-centered composite | 2.86 (0.69) | 2.92(0.55) | 2.53(0.56) | 2.92(0.49) | 2.81(0.59) |
Abbreviations: IM indicates internal medicine; Peds, pediatrics; IQR, interquartile range; T, number of team members; min, minimum; max, maximum.
a
Duration of rounds was missing for 16 teams; all other covariates were not missing.
b
Learner- and patient-centered items were rated on a 5-point Likert scale (range 1–5) with higher scores indicating better performance. Scores reported as mean (SD).