Table 2

Trolley/board round

Patient factors▶ Focus on one patient at a time
▶ Opportunity to briefly observe the patient which may direct some aspect of minimal teachingat the trolley
▶ Fuller discussion without the patient present can expand more widely on differential diagnoses
▶ Teaching in this environment takes time away from the need to complete the ‘business’ round
Environment▶ Disruptions and distractions more likely
Confidentiality▶ Might be in vision or earshot of patients
▶ Less likely to talk about sensitive information
Teaching▶ Leaning objectives/teaching plan can be made before the child is seen; a problem-based approach can be used
▶ All the information is usually available (notes, charts, etc.)
▶ Management can be taught on local guidelines or practices
▶ Lack of continuity to those who admitted/know the child on different shifts
Team factors▶ Often can convolve nursing staff and medical students▶ Fragmented – not whole team
▶ Select patients for teaching beforehand
▶ Difficult scenarios make for difficult learning