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Table 3 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”, and their patient-centredness (Q2, Q4, Q9 and Q10). 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”!

  Q2. In today’s Round I have gained knowledge that will help me care for patients. Q4. Today’s Round has given me greater awareness in handling sensitive issues. Q9. Today’s Round has given me an awareness of increased feelings of compassion towards patients. Q10. Today’s Round has given me a greater understanding of the importance of empathy with patients as people.
Q5. Today’s Round has me greater understanding of how expressing thoughts, questions and feelings would help me ρ = 0.68
P < 0.0001
ρ = 0.72
P < 0.0001
ρ = 0.66
P < 0.0001
ρ = 0.63
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 = 0.68
P < 0.0001
ρ = 0.61
P < 0.0001
ρ = 0.63
P < 0.001
ρ = 0.68
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 = 0.59
P < 0.0001
ρ = 0.58
P < 0.0001
ρ = 0.54
P < 0.001
ρ = 0.61
P < 0.001