JAM - JUST A MINUTE SURGICAL TEACHING TO ENHANCE CLINICAL EDUCATION DURING WARD ROUNDS balaji.jay73@gmail.com

 

JAM - JUST A MINUTE SURGICAL TEACHING TO ENHANCE CLINICAL EDUCATION DURING WARD ROUNDS

3

United Kingdom

Oral or Poster

Ward rounds are a vital setting for clinical education, yet time pressures often constrain teaching opportunities. This pilot study evaluated the impact of a “Minute a Day” initiative—brief, consultant-led teaching sessions during ward rounds—on the educational experience of foundation trainees in general surgery.

Twenty foundation year trainees rotating through general surgery participated. Consultants delivered one focused, one-minute teaching point daily during ward rounds. Topics were not disclosed in advance to minimize bias. Pre- and post-rotation surveys assessed perceived teaching quality, clinical confidence, and educational value of ward rounds using a 5-point Likert scale. Data were analyzed for statistical significance.

Implementation of the “Minute a Day” initiative was feasible and well-received. There was a significant improvement across all measured domains. Mean Likert scores increased for perceived teaching quality, clinical confidence, and educational value, all with p < 0.01. Trainees reported that short, structured teaching sessions enriched their learning without disrupting clinical workflow or patient care.

The “Minute a Day” approach significantly enhanced the educational experience of foundation trainees during ward rounds. This low-burden, high-yield intervention demonstrates that even brief, structured teaching can positively influence trainee learning in time-pressured environments. Wider adoption and evaluation in multi-centre studies may help embed this model across specialties to strengthen bedside teaching and support early career training.