Resumo

CEBALLOS BARRERA, Manuel Celestino et al. Teaching ward rounds for surgical specialties. Rev Cub Med Mil [online]. 2014, vol.43, n.1, pp. 72-82. ISSN 0138-6557.

Introduction: in primary health care, teaching rounds take the form of community rounds. In secondary health care, they take the form of ward rounds. Most contents in surgical specialties have always been taught through interviews with hospitalized patients. Various changes in curricular design and in the organization of surgical services have had an impact on undergraduate surgical teaching rounds. Objective: characterize undergraduate teaching rounds for surgical specialties. Methods: a cross-sectional study was conducted of undergraduate ward rounds for surgical specialties at Dr. Carlos J. Finlay Central Military Hospital during the first semester of academic year 2010-2011. The sample was composed of 31 teachers and 35 interns. The survey designed for teachers included items such as teaching category, years of experience, academic degree and data on ward rounds. The survey for students, which was applied at the end of the general surgery rotation of their internship, inquired about the frequency and quality of ward rounds. Results: 48.4 % of the teachers stated that ward rounds for their subjects were performed daily, and 45.2 % agreed that the number of participant students was adequate. Most students evaluated the quality of ward rounds as good. Their opinions were specially favorable when they referred to the subject general surgery (82.8 %). Conclusions: most teachers viewed undergraduate ward rounds for contents from surgical specialties as the main in-service training activity, and most students expressed their satisfaction with their quality.

Palavras-chave : teaching ward round; undergraduate teaching.

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