Improving Trainee Education During Family-Centered Rounds: A Resident's Perspective.

Dr Stanski conceptualized the topic, drafted the initial manuscript, and reviewed and revised the manuscript; Dr Patel conceptualized the topic and critically reviewed and revised the manuscript; and both authors approved the fi nal manuscript as submitted. DOI: 10.1542/peds.2015-3679 Accepted for publication Oct 2, 2015 Address correspondence to Natalja Stanski, MD, Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 5018, Cincinnati, OH 45229. E-mail: [email protected] PEDIATRICS (ISSN Numbers: Print, 0031-4005; Online, 10984275). Copyright © 2015 by the American Academy of Pediatrics FINANCIAL DISCLOSURE: The authors have indicated they have no fi nancial relationships relevant to this article to disclose. FUNDING: No external funding. POTENTIAL CONFLICT OF INTEREST: The authors have indicated they have no potential confl icts of interest to disclose. At 8:00 AM on a busy morning, the pediatrics team begins rounds. The team of 12 providers dons gowns and gloves before entering the room of the first patient, a 9-month-old girl with bronchiolitis. They enter slowly, introducing themselves one-byone to the patient’s mother. The intern relays the patient’s history, examination, and plan for the day, speaking quietly to avoid waking the patient while the attending carefully examines her. “She seems improved. We will keep monitoring her, but we hope to get you home soon.” The next few minutes are spent answering the mother’s questions. After 10 minutes, the team files out of the room quietly. “Alright, let’s keep moving,” says the senior resident once they re-enter the hallway. “We have 24 patients left and mandatory conference at noon.”