Independent learning: an exploration of student grand rounds

Abstract

Grand rounds (GRs) for students were started with the 1987 cohort of first-year clinical students at two University of Toronto teaching hospitals. A qualitative exploratory evaluation, using questionnaires, interviews and observation, of a sample of 78 staff and student participants showed that the aim of the GRs to activate student skills in independent study was achieved but that interaction between students and other clinical and laboratory specialists as a basis for round presentation was less than intended. Students spent an average of 10 hours on independent work. Round presentations were of a high standard. Students' main concerns were the amount of freedom and feedback given. The goals of the programme as perceived by students influenced both the work done and the style of presentation. These outcomes were contrasted with a UK qualitative study of student presentations on ward rounds, and the importance of an appropriate context for independent work highlighted.