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Table 2 There is a strong statistically significant correlation between students who obtained a) “Q5. greater understanding of how expressing thoughts, expressions and feeling can help me”; b) “Q6. have greater understanding of how giving and receiving support is beneficial”; and c) “Q8. greater awareness of the importance of attentiveness to social and emotional aspects of patient care”, are the students who enhanced their working relationship awareness and skills (Q1, Q3 and Q7). Correlation analyses are by Spearman’s rank correlation test with vales for rho (ρ) and statistical significance (P) shown

From: Assessing the benefits and usefulness of Schwartz Centre rounds in second-year medical students using clinical educator-facilitated group work session: not just “a facilitated moan”!

  Q1 Today’s Round will help me work better with my colleagues Q3. Today’s Round has given me confidence in handling non-clinical aspects of care Q7. Today’s Round has given me a greater awareness of improving teamwork, connectness and communication
Q5. Today’s Round has me greater understanding of how expressing thoughts, questions and feelings would help me ρ = 0.49
P < 0.0001
ρ = 0.68
P < 0.0001
ρ = 0.54
P < 0.0001
Q6. Today’s Round has given me greater understanding of how giving and receiving support is beneficial and helps us feel valued ρ = 0.55
P < 0.0001
ρ = 0.68
P < 0.0001
ρ = 0.65
P < 0.001
Q8. Today’s Round has given me greater awareness of the importance of attentiveness to social and emotional aspects of patient care ρ = 0.50
P < 0.0001
ρ = 0.59
P < 0.0001
ρ = 0.59
P < 0.001