EN
TR
Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning
Öz
Aim: The rapid change in many fields in the global sense and the need for transformation due to this change has also affected the field of medical sciences; therefore, revisions have been required in medical education practices. For this reason, medical education is considered as one of the fields where change occurs fast. This study aims to examine the Grand Rounds model in terms of continuing medical education and lifelong learning through the analysis of its planning, implementation, and evaluation process.
Methods: This traditional literature review, in the context of continuing medical education and lifelong learning, was conducted to examine the planning, implementation and evaluation processes of grand rounds, especially in the United States. In Pubmed, Scopus and Google Scholar search engines, the keywords "Clinical Rounds", "Medical Rounds", "Bedside Teaching Rounds", "Medicine Rounds" and "Ward Rounds", which are called "classical clinical learning cycle", were searched. Then, the studies that included the term “Grand Rounds” model were examined.
Results: The grand rounds are designed to follow up-to-date diagnosis and treatment methods, to encourage knowledge sharing among faculty members, to contribute to the lifelong learning skills of students and faculty members, to create an active learning environment for assistants and students, and to share the faculty’s experiences with other stakeholders. It has been observed that the Grand Rounds, which was created in the context of adult learning theory and lifelong learning, has a more comprehensive process than traditional clinical rounds, is applied both in pre-graduate and postgraduate medical education and with the participation of health professionals from various disciplines. The most important stage of the Grand Rounds is planning. Therefore, there are some key elements that should be considered by the organizing committee that will carry out the planning process. These elements include shaping the content around the themes that will meet the needs of the participants, determining the appropriate learning outcomes, and deciding on the presentations that will contribute to the development of students' skills such as clinical reasoning, problem solving and decision making. During the implementation process, sufficient time should be allowed for the participants to discuss, interact, and share information about the subject. After Grand rounds, both the content in the learning cycles and the presenters should be evaluated with valid and reliable tools.
Conclusions: Integration of Grand rounds into continuous medical education in Turkey is strongly recommended in terms of providing broader lifelong learning opportunities for medical students, resident physicians and medical educators.
Methods: This traditional literature review, in the context of continuing medical education and lifelong learning, was conducted to examine the planning, implementation and evaluation processes of grand rounds, especially in the United States. In Pubmed, Scopus and Google Scholar search engines, the keywords "Clinical Rounds", "Medical Rounds", "Bedside Teaching Rounds", "Medicine Rounds" and "Ward Rounds", which are called "classical clinical learning cycle", were searched. Then, the studies that included the term “Grand Rounds” model were examined.
Results: The grand rounds are designed to follow up-to-date diagnosis and treatment methods, to encourage knowledge sharing among faculty members, to contribute to the lifelong learning skills of students and faculty members, to create an active learning environment for assistants and students, and to share the faculty’s experiences with other stakeholders. It has been observed that the Grand Rounds, which was created in the context of adult learning theory and lifelong learning, has a more comprehensive process than traditional clinical rounds, is applied both in pre-graduate and postgraduate medical education and with the participation of health professionals from various disciplines. The most important stage of the Grand Rounds is planning. Therefore, there are some key elements that should be considered by the organizing committee that will carry out the planning process. These elements include shaping the content around the themes that will meet the needs of the participants, determining the appropriate learning outcomes, and deciding on the presentations that will contribute to the development of students' skills such as clinical reasoning, problem solving and decision making. During the implementation process, sufficient time should be allowed for the participants to discuss, interact, and share information about the subject. After Grand rounds, both the content in the learning cycles and the presenters should be evaluated with valid and reliable tools.
Conclusions: Integration of Grand rounds into continuous medical education in Turkey is strongly recommended in terms of providing broader lifelong learning opportunities for medical students, resident physicians and medical educators.
Anahtar Kelimeler
Kaynakça
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Ayrıntılar
Birincil Dil
İngilizce
Konular
Sağlık Kurumları Yönetimi
Bölüm
Derleme
Yayımlanma Tarihi
31 Aralık 2021
Gönderilme Tarihi
27 Haziran 2021
Kabul Tarihi
31 Ağustos 2021
Yayımlandığı Sayı
Yıl 2021 Cilt: 20 Sayı: 62
APA
Korkmaz, G., Aytuğ Koşan, A. M., & Toraman, Ç. (2021). Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning. Tıp Eğitimi Dünyası, 20(62), 16-32. https://doi.org/10.25282/ted.958176
AMA
1.Korkmaz G, Aytuğ Koşan AM, Toraman Ç. Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning. TED. 2021;20(62):16-32. doi:10.25282/ted.958176
Chicago
Korkmaz, Güneş, Ayşen Melek Aytuğ Koşan, ve Çetin Toraman. 2021. “Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning”. Tıp Eğitimi Dünyası 20 (62): 16-32. https://doi.org/10.25282/ted.958176.
EndNote
Korkmaz G, Aytuğ Koşan AM, Toraman Ç (01 Aralık 2021) Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning. Tıp Eğitimi Dünyası 20 62 16–32.
IEEE
[1]G. Korkmaz, A. M. Aytuğ Koşan, ve Ç. Toraman, “Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning”, TED, c. 20, sy 62, ss. 16–32, Ara. 2021, doi: 10.25282/ted.958176.
ISNAD
Korkmaz, Güneş - Aytuğ Koşan, Ayşen Melek - Toraman, Çetin. “Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning”. Tıp Eğitimi Dünyası 20/62 (01 Aralık 2021): 16-32. https://doi.org/10.25282/ted.958176.
JAMA
1.Korkmaz G, Aytuğ Koşan AM, Toraman Ç. Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning. TED. 2021;20:16–32.
MLA
Korkmaz, Güneş, vd. “Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning”. Tıp Eğitimi Dünyası, c. 20, sy 62, Aralık 2021, ss. 16-32, doi:10.25282/ted.958176.
Vancouver
1.Güneş Korkmaz, Ayşen Melek Aytuğ Koşan, Çetin Toraman. Grand Rounds Model in terms of Continuing Medical Education and Lifelong Learning. TED. 01 Aralık 2021;20(62):16-32. doi:10.25282/ted.958176
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