Schwartz rounds in undergraduate medical education facilitates active reflection and individual identification of learning need.

Claire Stocker,Jasmine Hearn,Kenneth Langlands,Bharathy Kumaravel,Peter Thomas,Andrew Cooney

doi:10.15694/mep.2018.0000230.1

Abstract

This article was migrated. The article was marked as recommended. Strategies applying Schwartz Rounds to improve wellbeing of medical students has focused on the clinical years of study. This pilot study investigates whether Schwartz Rounds could be effective in developing students' reflective practice in Year 2 undergraduates. Engagement with the Schwartz Round was high with over 50% of the students identifying learning needs through reflection on the Round. Schwartz Rounds promoted recognition of the value of reflective practice and increased self-awareness of student needs.

Highlights

Changing healthcare provision in the UK has altered the demography of medical students (Appleby et al, 2011)
Strategies applying Schwartz Rounds to improve wellbeing of medical students has focused on the clinical years of study
Medical students are at particular risk of developing mental health problems while learning and must be given better support to prepare them for emotional toil (BMA, 2018)

Summary

Introduction

Changing healthcare provision in the UK has altered the demography of medical students (Appleby et al, 2011). UK Medical School attrition has been calculated as high as 14% (O’Neill et al, 2011) and whilst drop-out rates are multifactorial, mental health is a significant factor. Medical students are at particular risk of developing mental health problems while learning and must be given better support to prepare them for emotional toil (BMA, 2018). The underlying premise is that to provide compassionate care, staff must feel supported in their work. Social circumstances compounded their innate attributes resulting in increasing adoption in the UK (Robert et al, 2015) and have been valued due to increasing respectful teamwork whilst reducing stress, reducing isolation and providing support (Chadwick et al, 2016)

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Discussion

Conclusion