Ward rounds are a part of the culture of medicine, as is the tradition of teaching and learning on rounds – but we rarely question the way we work on rounds and whether there is a better way to run them.

The STIC framework was developed from observations of teaching and learning on ward rounds, a systematic review of ward round literature, educational theory and feedback from clinicians.

STIC is not meant to be prescriptive. It aims to provide a structure which can be used flexibly by any member of the team to optimise education opportunities when they arise, and when service and time permit.

While STIC was developed for ward rounds the same principles apply wherever you work, teach and learn.

STIC online tool

Watch the video below to learn more about STIC.

Relevant papers

• Opening the black box: An observational study of teaching and learning interactions for paediatrics trainees on consultant ward rounds – PubMed (nih.gov) (The first paper which looked at what happens on rounds)
• Structuring ward rounds to enhance education – PubMed (nih.gov) (The paper which developed the STIC concept)
• Equipping medical students for ward round learning – PMC (nih.gov) (An article looking at its use with students)

Quick reference guides

• STIC for consultants
• STIC for training doctors
• STIC for students