Journal of Medical Education Perspectives Volume 2 Issue

With the recent increase in work hour restrictions, the general perception among medicine residents is that the same amount of work and learning must be accomplished in a shorter amount of time. Prior studies have shown that the majority of teaching received by medical students and interns is from the supervising resident. This can be a daunting realization for new residents, as many feel unprepared for their new role as leaders and teachers1. Ironically, the frequency of bedside work rounds has diminished in recent years in the chaos of morning activities at many hospital centers. It is important to recognize the inestimabl