Ward rounds have no place in today’s hospital settings

2015 ◽  
Vol 29 (23) ◽  
pp. 34-34
Author(s):  
Helena Soni
Keyword(s):  
1995 ◽  
Vol 34 (03) ◽  
pp. 302-308 ◽  
Author(s):  
C. J. Luz ◽  
W. Giere ◽  
R. Lüdecke ◽  
D. Jonas ◽  
A. J. W. Goldschmidt

Abstract:The illustration of a patient’s history by a graphical primitive is discussed. Illustration technology is presented which simultaneously represents quantitative examination findings (e. g., laboratory values) and qualitative findings (e. g., from function diagnostics) by a single geometrical figure. Depending on the medical results, this figure takes on characteristic forms which can be identified as patterns typical for a specific disease. The procedure developed is integrated in a user interface which is implemented in the form of a computerized medical record for use on a pentop computer. This portable computer assists the physician during ward rounds, supplies additional, intelligence-based information, serves quality control, and streamlines working procedures making them more efficient.


2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Vicki Kerrigan ◽  
Stuart Yiwarr McGrath ◽  
Sandawana William Majoni ◽  
Michelle Walker ◽  
Mandy Ahmat ◽  
...  

Abstract Background In hospitals globally, patient centred communication is difficult to practice, and interpreters are underused. Low uptake of interpreters is commonly attributed to limited interpreter availability, time constraints and that interpreter-medicated communication in healthcare is an aberration. In Australia’s Northern Territory at Royal Darwin Hospital, it is estimated around 50% of Aboriginal patients would benefit from an interpreter, yet approximately 17% get access. Recognising this contributes to a culturally unsafe system, Royal Darwin Hospital and the NT Aboriginal Interpreter Service embedded interpreters in a renal team during medical ward rounds for 4 weeks in 2019. This paper explores the attitudinal and behavioural changes that occurred amongst non-Indigenous doctors and Aboriginal language interpreters during the pilot. Methods This pilot was part of a larger Participatory Action Research study examining strategies to achieve culturally safe communication at Royal Darwin Hospital. Two Yolŋu and two Tiwi language interpreters were embedded in a team of renal doctors. Data sources included interviews with doctors, interpreters, and an interpreter trainer; reflective journals by doctors; and researcher field notes. Inductive thematic analysis, guided by critical theory, was conducted. Results Before the pilot, frustrated doctors unable to communicate effectively with Aboriginal language speaking patients acknowledged their personal limitations and criticised hospital systems that prioritized perceived efficiency over interpreter access. During the pilot, knowledge of Aboriginal cultures improved and doctors adapted their work routines including lengthening the duration of bed side consults. Furthermore, attitudes towards culturally safe communication in the hospital changed: doctors recognised the limitations of clinically focussed communication and began prioritising patient needs and interpreters who previously felt unwelcome within the hospital reported feeling valued as skilled professionals. Despite these benefits, resistance to interpreter use remained amongst some members of the multi-disciplinary team. Conclusions Embedding Aboriginal interpreters in a hospital renal team which services predominantly Aboriginal peoples resulted in the delivery of culturally competent care. By working with interpreters, non-Indigenous doctors were prompted to reflect on their attitudes which deepened their critical consciousness resulting in behaviour change. Scale up of learnings from this pilot to broader implementation in the health service is the current focus of ongoing implementation research.


2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
H Harris ◽  
G Khera ◽  
A r Alanbuki ◽  
K Ray ◽  
W Yusuf ◽  
...  

Abstract Background On the 23rd March 2020 the government issued a nationwide lockdown in response to COVID-19. Using Microsoft Teams software, Brighton and Sussex Medical School transitioned to remote surgical teaching. We discuss the early feedback from students and tutors. Method All students (N = 40) and tutors (N = 7) were invited to complete an online feedback survey. Results Twenty students responded. Nine preferred remote teaching. The teaching was described as either good (10/20) or excellent (10/20). Small group teaching, lectures and student lead seminar sessions all received positive feedback. Students preferred sessions that were interactive. One hour was optimal (17/20). There was no consensus over class size. 15/20 (75%) would like remote teaching to continue after the pandemic. All tutors responded. There was a preference towards shorter sessions: 45 minutes (2/7) one hour (5/7). Tutors found virtual sessions less interactive (6/7). All tutors would like remote teaching to continue after the pandemic. Three suggested extending teaching to remote surgical ward rounds. Concern was raised by both students and tutors regarding the absence of practical skills. Conclusions The value of remote teaching has been highlighted by COVID-19. Our feedback recommends a transition towards blended learning; using the convenience of remote teaching to help augment traditional medical school teaching.


2012 ◽  
Vol 80 (1) ◽  
pp. 96-98
Author(s):  
S. Dawson ◽  
G. White ◽  
J. Archibald ◽  
H. Munube ◽  
M. Hegde

PEDIATRICS ◽  
1967 ◽  
Vol 40 (3) ◽  
pp. 510-512

Dr. Kenneth Williams: I think the problem of staff avoidance which was alluded to is one of the major problems in our hospital. For example, on routine ward rounds, our leukemia patients are frequently bypassed with the attending physician saying, "Well, it's a hematology patient." Our children and our parents tell us this directly and indirectly in many ways. Dr. Bergman: I have just completed a rotation as ward attending physician and confess to doing just what you say. Obviously the parents and children are very aware of the regular ward routine and were conscious of being skipped. After becoming cognizant of this situation, I made special efforts to include all patients on rounds. Dr. Hartmann: There are some house staff whom we don't know how to approach. We're the plague; they won't even talk to us when they are assigned to a floor where there are a number of children with malignancies. We must learn some manner in which we can help them approach the dying child with an assured attitude. We ourselves certainly don't always have this. We feel guilty, we avoid the parents, we even tend to avoid the child terminally. There must be some way you can help us, perhaps by going back to the medical student or explaining to all of us who go into pediatrics that, even though we think we're going to cure everybody, we really don't. Dr. Rothenberg: I think part of the answer is when you mentioned medical students, because I certainly think this is where it should begin.


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