The Use of a Ward Round Teaching Tool in a Paediatric Oncology Department

TL;DR

A new teaching framework called STIC improves learning during hospital rounds for junior doctors in pediatric oncology, even when senior doctors are less engaged.

Contribution

The study introduces and evaluates the STIC framework, showing its effectiveness in enhancing learner-centered teaching in a busy pediatric oncology setting.

Findings

Junior doctors reported improved satisfaction with clinical learning opportunities after STIC implementation.

Consultant enthusiasm and departmental culture significantly influenced trainee satisfaction.

The STIC framework showed potential for enhancing teaching despite limited senior doctor uptake.

Abstract

Despite ward rounds being fundamental to hospital‐based clinical training, the reported educational value is low. Especially in busy environments, missed learning opportunities occur due to implicit learning, time barriers, and lack of ward round structure. The STIC framework (Set, Target, Inspect, Close) provides a learner‐centred, structured approach to ward round teaching, aimed to enhance education within limited timeframes. We aimed to investigate how the introduction of the STIC framework impacts on learner‐centred teaching within a tertiary Paediatric Oncology department.

A mixed‐methods approach was used to evaluate framework implementation, with two participant groups comprising 16 junior and senior doctors over 3 months. Surveys were used to document junior staff experience on rounds pre‐ and post‐implementation, with focus groups and interviews used for all participants to explore satisfaction and attitudes to the tool.

Learner satisfaction improved across all domains of the framework, specifically opportunities for leading clinical encounters and learning on consultant‐led rounds. Despite consultants reporting lack of uptake, trainees reported improved teaching. Consultant beliefs and enthusiasm had a strong impact on trainee satisfaction. Trainees placed a high value on active participation and autonomy for their learning. Factors distinct to teaching were reported to affect learner satisfaction, such as planning, time management, and departmental culture.

We demonstrate enhanced teaching despite poor perceived uptake, demonstrating the potential of the STIC framework with further implementation. Our study also highlights that in addition to a specific teaching focus, consultant engagement and a safe clinical learning environment are crucial for learning.

Figures