Rounds: A 'Signature Pedagogy' for Clinical Education?

Abstract

This article explores the learning opportunities of rounds, involving facilitated peer conversations among clinic students that is focused on their fieldwork. Through rounds stories, the authors, experienced clinical teachers, describe the ways that rounds conversations teach students important professional habits, including reflecting on experience, engaging in contextualized thinking and making ethical decisions. The article identifies the challenge for faculty in planning and conducting rounds and provides concrete suggestions for improving rounds conversations and student learning.