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| SHORT COMMUNICATION |
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| Year : 2021 | Volume
: 5
| Issue : 4 | Page : 71-72 |
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Grand rounds: An effective tool in training medical undergraduate and postgraduate students
Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2
1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India, Indias
| Date of Submission | 23-Apr-2021 |
| Date of Decision | 25-Sep-2021 |
| Date of Acceptance | 07-Oct-2021 |
| Date of Web Publication | 14-Nov-2021 |
Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
 Source of Support: None, Conflict of Interest: None
DOI: 10.4103/mtsm.mtsm_10_21
The process of teaching learning in medical education is a complex task considering the fact that teachers have to not only impart knowledge but also train the medical students in clinical skills, decision-making, clinical reasoning, etc. A wide range of teaching-learning methods have been employed to deliver theory, practical, and clinical skills. Grand rounds play an important role in keeping the health professionals abreast about the recent developments. In fact, sharing time with the attending doctor can be regarded as one of the best ways to achieve on-the-job training and learning. The emergence of coronavirus disease-2019 pandemic has changed all the dynamics, and there is a definite scope for virtual grand rounds, which will not only continue learning but even ensure the safety of all the attendees. To conclude, grand rounds can be acknowledged as one of the essential modes of teaching-learning in the overall process of delivery of medical education. Thus, all efforts should be taken to rejuvenate the same in those settings where they are not under practice so that students can improve their knowledge and skills.
Keywords: Coronavirus disease-2019, grand rounds, medical education, patients
How to cite this article:
Shrivastava SR, Shrivastava PS. Grand rounds: An effective tool in training medical undergraduate and postgraduate students. Matrix Sci Med 2021;5:71-2 |
How to cite this URL:
Shrivastava SR, Shrivastava PS. Grand rounds: An effective tool in training medical undergraduate and postgraduate students. Matrix Sci Med [serial online] 2021 [cited 2023 Apr 1];5:71-2. Available from: https://www.matrixscimed.org/text.asp?2021/5/4/71/330435 |
| Introduction | |  |
The process of teaching learning in medical education is a complex task considering the fact that teachers have to not only impart knowledge but also train the medical students in clinical skills, decision-making, clinical reasoning, critical thinking, professionalism, teamwork, humanism, empathy, values, etc.[1] A wide range of teaching-learning methods have been employed to deliver theory (viz., didactic lectures, tutorials, seminars, etc.), practical (such as demonstrations, and experiments), and clinical skills (such as bedside teaching, ward rounds, skill labs, and standardized patients). Each of these methods has their pros and cons and to make a competent medical graduate, it is ideal to use them in combination to ensure that all the learning domain needs are met.
| Grand rounds and Medical Education | | |
Grand rounds in delivering inpatient care and in the training of health professionals are a known entity for a significant period.[1] In grand rounds, the medical problems and the line of management of a specific patient are presented in front of a set of people comprising doctors, postgraduate residents, undergraduate medical students, and pharmacists.[2] Gradually, the way in which grand rounds are being conducted has changed, and in contrast to the earlier traditions (conventional rounds), currently, patients are not a part of the same. These grand rounds differ from traditional rounds not only in terms of the absence of patients but also that these rounds are open to all cadres of medical professionals. The periodicity of conduction of grand rounds varies in individual teaching hospitals and is often conducted once in a week.[1],[2]
The grand round plays an important role in keeping the health professionals abreast about the recent developments. In fact, sharing time with the attending doctor can be regarded as one of the best ways to achieve on-the-job training and learning.[2] Such grand rounds play an important role in educating students, encourage coordination, and teamwork between all stakeholders and is an ideal advertisement for role models.[1],[2] The findings of a study done among undergraduate medical students in a medical university of Vienna revealed that the introduction of diagnostic grand rounds gave a nice platform for educational networking and discussion between different specialties.[3] Moreover, close to 85% of the students revealed that they made significant progress in terms of the identification of an appropriate diagnostic test and reaching a diagnosis.[3]
Further, these rounds can be utilized to encourage experiential learning, advancement of clinical knowledge, and even facilitates the development of clinical reasoning skills, thereby the competency level of the members who are part of the rounds.[1] The eventual aim of grand rounds is that the attendees should be able to integrate the learned knowledge into their routine clinical practice, and thus enable the delivery of evidence-based health-care services.[1],[2] It is important to note that grand rounds in today's scenario are looked upon as one of the strategies to advocate continuing medical education that plays a remarkable role in enhancing the clinical attributes of the current medical practitioners.
| Coronavirus Disease-2019 and Grand Rounds | | |
The emergence of coronavirus disease-2019 pandemic has changed all the dynamics, and the same can be extended to the field of medical education and health care.[4] Considering the fact that the disease spreads by close contact, it has been envisaged to practice physical distancing, with an aim to prevent the acquisition of infection by interrupting the chain of transmission.[4],[5] Thus, there is a definite scope for virtual grand rounds, which will not only continue learning but even ensure the safety of all the attendees.[5] We must accept that traditional ward rounds have also multiple benefits attributed to them, and thus, the best approach will be to combine them with grand rounds so that eventually students are benefited.[3]
| Conclusion | | |
To conclude, grand rounds can be acknowledged as one of the essential modes of teaching-learning in the overall process of delivery of medical education. Thus, all efforts should be taken to rejuvenate the same in those settings where they are not under practice so that students can improve their knowledge and skills.
Financial support and sponsorship
Nil.
Conflicts of interest
There are no conflicts of interest.
| References | | |
| 1. | Chabot JM. Grand rounds on medical education. Rev Prat 2011;61:977-8.  |
| 2. | Stites SD, Warholic CL. Multicultural grand rounds: Competency-based training model for clinical psychology graduate students. Psychol Learn Teach 2014;13:261-9. |
| 3. | Praschinger A, Stieger S, Kainberger F. Diagnostic grand rounds in undergraduate medical education. Med Educ 2007;41:1107-8. |
| 4. | Gill D, Whitehead C, Wondimagegn D. Challenges to medical education at a time of physical distancing. Lancet 2020;396:77-9. |
| 5. | Sparkes D, Leong C, Sharrocks K, Wilson M, Moore E, Matheson NJ. Rebooting medical education with virtual grand rounds during the COVID-19 pandemic. Future Healthc J 2021;8:e11-4. |
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