Learning experiences of final-year pediatric residents in the clinical round

Abstract

Introduction: The clinical round (RC) is a teaching strategy in the training of specialist physicians that integrates theory with practice but has diminished due to factors related to the instructor, workload, and time.

Objective: The objective is to understand the meaning of the experiences of final-year pediatrics residents at the University of Antioquia during the RC as part of their professional training.

Method: Phenomenological design; 13 pediatrics residents from the University of Antioquia. Semi-structured interviews recount their experiences during the RC. Three categories were analyzed: teaching aspects, round structure, and resident roles using Atlas.ti software.

Discussion: The RC is a necessary space for clinical learning that combines theory with clinical practice; it is an environment for the development of the humanistic component and communication skills of the resident. Its functioning requires planning and structuring by the instructor with appropriate feedback. The RC facilitates different learning styles in the resident due to its experiential nature and confrontation with reality.

Results: The RC is a source of significant experiences in the resident’s training, which depend on the type of interaction and feedback from the teacher. Barriers include workload and time allocated for academic discussion.

Conclusions: The RC facilitates the comprehensive training of the resident through lived experiences. The relationship with the teacher is crucial for the motivation and feedback of the resident. The RC requires organization and planning for proper execution due to time limitations and workload.