LAUSR

The letter by O’Connor (2018) describing the integration of structured student-specific activities into the ICU ward rounds (WRs) was of particular interest to me as a final year medical student. Evidence suggests that structured and goal orientated WRs are an effective way to teach medical students and improve WR competencies (Krautter et al. 2014). However, such WRs are not typical of those experienced by students. Learning opportunities do present themselves on WRs; however, students are often delegated tasks such as writing in patient notes or taking blood. These are essential skills and are important duties of junior doctors. Additionally it is beneficial for students to be integrated into the team and feel they are doing activities that assist the WR. However, these are often the only specific and consistent ways in which students are involved and these can detract from other learning opportunities. Therefore I am unsurprised that student-specific activities, aimed at aiding involvement and learning, were greeted with enthusiasm. Not only would it allow greater, and relevant, participation but also, as described by O’Connor (2018), more feedback on the development of clinical skills. Medical students recognize that WR must prioritize patient care and that Consultant job plans have limited time set aside for WRs. Realistically any additional staff that would be required to support a WR, such as that described by O’Connor (2018), is unlikely to come to fruition given that staffing shortages are commonplace. I would therefore propose a blended approach, reasoning that such studentspecific activities need not be done for every patient. Indeed just a few specified, integrated and goal-orientated learning opportunities per WR would greatly increase student engagement and focus their learning. In conclusion, I believe that while WRs do present learning opportunities, students are not consistently involved in a meaningful way. Integrating a few student-specific activities could therefore significantly enhance the learning outcomes from WRs as well as the enjoyment for the clinical team themselves.