Medical Student Schwartz Rounds: A Powerful Medium for Medical Student Reflective Practice

• Published in: Advances in medical education and practice Vol. 11; pp. 775 - 780
• Main Authors: Gleeson, David, Arwyn-Jones, James, Awan, Mariam, White, Isabel, Halse, Omid
• Format: Journal Article
• Language: English
• Published: New Zealand Dove Medical Press Limited 01.01.2020; Taylor & Francis Ltd; Dove; Dove Medical Press
• Subjects: Analysis; Feedback; group-based reflection; medical education; Medical practice; Medical students; Original Research; Reflective practice; schwartz rounds; Self awareness; United Kingdom; United Kingdom > UK; reflective practice; Schwartz Rounds; group-based reflection; medical education
• ISSN: 1179-7258; 1179-7258
• DOI: 10.2147/AMEP.S273181

Reflection is a core component of good medical practice and of growing importance given increasing rates of burnout in the field of medicine. Schwartz Rounds (SRs) are a group-based model of reflective practice. This study explored the utility of student-specific Schwartz Rounds as a medium for reflective practice amongst medical students entering their first year of clinical attachments, and how effective these are compared to standard organisation-wide Schwartz Rounds. Three Medical Student Schwartz Rounds (MSSRs) were piloted over the course of a year at a major teaching hospital, focussed on the theme: "Is this what I signed up for?" Participants were asked to complete a questionnaire following the session, and this data was then analysed. Feedback was obtained from 93% (42/45) students who attended. Ninety per cent of students rated the sessions as "excellent or exceptional", 93% felt the MSSRs added to their "insight and self-awareness", and 90% plan to attend SRs again in the future. A thematic analysis of the qualitative feedback highlighted three broad themes from the pilot; group reflection is more profound than individual reflection, sharing experiences facilitated a greater sense of belonging, and group reflective practice can be intimidating. There was a statistically significant difference between students' ratings of MSSRs, rated 8.67/10, versus written reflection, rated 4.64/10 (p<0.01). Students were overwhelmingly positive about their experiences in this pilot, with response ratings commensurate with those from organisation-wide Schwartz Rounds. Therefore, MSSRs should be considered as a valid alternative form of reflective practice.