Background: Unique challenges of teaching in the ICU come from the complexity of critically ill patients. This study was designed to examine the different teaching patterns and learners’ emotion load to achieve learners satisfaction on rounds.
Methods: The survey of learners was performed on their practices and perceptions of rounds using social media. Results: A total of 82 learners with 195 responses were received. Pathophysiology-based analysis on worsened conditions, problem-based teaching and feedback, discussion about past experience were top three teaching behaviors on rounds, in addition, interesting and storytelling presentation, and evidence-based medicine were significantly correlated with learner satisfaction. However, the leaners still have the expectations for further improvement of some teaching behaviors. During rounding, tense, calm, nervous, relaxed and excited were the most top learners’ emotions, only excited was significantly correlated with learners satisfaction.
Conclusions: Pathophysiology-based analysis on worsened conditions, problem-based teaching and feedback, discussion about past experience are top three teaching behaviors during the rounding, however, learners might be dissatisfied barely with these teaching pattens. Teachers should focus on key skills on rounds to enhance satisfaction.