Is Asking Questions on Rounds a Teachable Skill?[Response to Letter]

Abstract

Helen M Shields,1 James P Honan,2 Jeffrey D Goldsmith,3 Rachna Madan,4 Stephen R Pelletier,5 Christopher L Roy,6 Lindsey C Wu7 1Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA; 2Harvard Graduate School of Education, Cambridge, MA, USA; 3Department of Pathology, Boston Children’s Hospital and Harvard Medical School, Boston, MA, USA; 4Department of Radiology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA; 5Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA; 6Department of Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA; 7Duke University School of Medicine, Durham, NC, USACorrespondence: Helen M ShieldsBrigham and Women’s Hospital, Boston, MA, USATel [phone]Email [email protected] appreciate the thoughtful, insightful and helpful comments and suggestions we received in the Letter to the Editor from Seung Min Han, Pylin Parkes and Susannah Wang from the Imperial College School of Medicine, Imperial College, London, United Kingdom, regarding our article “Is asking questions on rounds a teachable skill? A randomized controlled trial to increase attendings’ asking questions.”1We agree that in our future research into the use of questions on bedside rounds, we will utilize their excellent suggestion of audio-video recordings of attending bedside rounds to evaluate the alignment of the attendings’ questions with the specific role of each team member.View the original paper by Shields and colleagues This is in response to the Letter to the Editor