Compassion is defined as recognizing and acting to relieve distress and suffering. It encompasses caring for and supporting both patients and their care teams.

As a cornerstone of relationship-centered care, compassion addresses the emotional and psychosocial aspects of illness. It fulfills the patient’s innate need for human connection and caring relationships across their healthcare journey. Compassionate care is based on active listening, strong communication and interpersonal skills, and a holistic understanding of the patient that includes their perspective, support system, and community.

Compassion is integral to the foundational values of healthcare – promoting health, preventing and curing disease, respecting the autonomy and dignity of patients, and nurturing the healing process through caring relationships and the relief of suffering. Patients and healthcare workers alike believe that compassion is essential to successful medical treatment, how well patients recover from illness, and even whether a patient lives or dies.¹

Yet surveys reveal a significant “compassion gap” when asked how consistently professionals provide compassionate care.¹ While research has traditionally focused on caregivers’ skills in patient-clinician interactions, attention is shifting to systemic issues. High rates of psychological distress, burnout and poor mental health among healthcare professionals highlight the organizational factors that may improve or diminish the innate compassion that drew individuals to healthcare careers. By examining and improving systemic drivers, healthcare organizations can better support their staff, ultimately providing more safe, equitable and compassionate patient care. ²,³

The Schwartz Rounds program provides a regularly scheduled open forum for a multidisciplinary discussion of the psychosocial and emotional aspects of caring for patients and families. Each session is organized around a compelling patient story or theme and includes both clinical and nonclinical panelists and participants.

These regular meetings give healthcare workers the opportunity to come together in a safe and confidential environment to reflect, connect, and discuss the impact of the psychosocial and emotional aspects of caring for patients and families.

By focusing on both patient-centered and caregiver-centered concerns, the Schwartz Rounds program fosters empathy, improves communication, and supports the well-being of patients and healthcare workers alike.

The Schwartz Rounds program has gained global recognition and has been implemented in more than 900 healthcare organizations throughout the U.S., Canada, the UK, Ireland, Australia and New Zealand. The program’s impact has been extensively studied in English-speaking countries with different healthcare delivery and reimbursement systems, consistently demonstrating high effectiveness across diverse settings, and benefitting both clinical and non-clinical staff.

Research on the Schwartz Rounds spans a wide array of healthcare and educational facilities, including pediatric and adult medicine, maternity, mental and behavioral health, trauma, rehabilitation, hospice care, and universities training future healthcare professionals. The clinical facilities offering the program serve diverse socioeconomic populations in public and private, urban and rural, academic and community healthcare settings.

The program’s versatility extends beyond traditional healthcare environments, proving beneficial for professionals ranging from case managers to ambulance drivers, and from health insurance companies to organ procurement organizations. This adaptability underscores the program’s broad applicability and value across the healthcare spectrum.

The Schwartz Rounds program is intentionally designed to include attendees from various roles within the healthcare system. Participants encompass clinical and non-clinical healthcare workers with a wide range of responsibilities and levels of training, fostering a truly inclusive and comprehensive approach to addressing the emotional and psychosocial aspects of healthcare.

The widespread adoption and flexibility of the Schwartz Rounds program highlight its ability to promote empathy, improve communication, and support the well-being of both healthcare providers and patients across diverse settings and systems.

Researchers have studied participant ratings on standardized post-session Schwartz Rounds evaluation forms, supplemented by qualitative analysis of comments, interviews, and focus groups. Research shows that the program is highly valued and rated positively by attendees across diverse settings.^5,6,7,8,9 For example, the endorsement question, “I plan to attend again,” was the highest rated post-session survey item reported by multiple research studies, including a large study that included 13,452 evaluation forms collected over four years in 47 acute, community, mental health facilities, and hospices.10 Ratings of the Schwartz Rounds program remain high in longitudinal studies of three to six years or more.^9,11

Interestingly, researchers have found that the impact of Schwartz Rounds is cumulative. The more sessions attended, the greater its impact on individuals, patient care, and teams.^6,12 The impact of Schwartz Rounds that has been described in numerous peer-reviewed published studies can be classified into four categories:

• Individual attendees
• Patients and families
• Care teams
• Organizations

Attending Schwartz Rounds sessions is associated with improved well-being and the ability to cope with the psychosocial and emotional challenges of working in healthcare. Participants find that the program offers protected space for reflection and discussion which validates their emotions and helps them process and integrate their experiences.

Reduced psychological distress: Given the current epidemic of burnout and poor mental health among healthcare workers, one of the most compelling pieces of research shows that the Schwartz Rounds program significantly reduces severe psychological distress by 50% among attendees compared with non-attendees.¹³ Those who attend the sessions report a greater confidence in their ability to cope with sensitive issues and the psychosocial demands and stress of work. Participants report that they “…feel lighter, more emotionally regulated” after attending.¹² Healthcare workers feel more at ease, “a little bit kinder to myself… [having been given] the permission to be less than perfect.”¹² They feel less isolated, less stressed, more supported, and less alone in their work.⁶

Reduced moral distress: Moral distress is a condition that affects healthcare workers when they are in a situation in which they are constrained from acting on what they know to be right, and instead feel compelled to act in ways that compromise their core values and obligations.¹⁴ Research has shown that moral distress can accumulate over time, potentially becoming integrated into one’s self-perception and sense of identity, resulting in moral injury. Notably, one study showed that attending Schwartz Rounds led to a decrease in moral distress in 50% of physicians and 35.5% of nurses immediately after a session.¹⁵

Protected space to process negative emotions and traumatic stress: Attendees greatly appreciate the confidential, protected time for collective reflection and processing of difficult emotions, trauma and loss. This is critical for the development of self-awareness, coping skills, and healing after difficult experiences.16 Caregivers are exposed to traumatic situations through personal exposure, as in epidemics, pandemics and incidents of workplace violence, and secondarily by bearing witness to death, and the trauma, loss and grief of patients and families. Some researchers have found that higher frequency of attendance may be associated with decreased secondary traumatic stress at some sites.¹⁷

Reaffirmation of passion, pride and purpose: Attendees have reported renewed commitment and “a new passion for my work.”^6,12 Others have mentioned experiencing a reinvigoration of their sense of professional pride and identity after attending Schwartz Rounds sessions.²¹ Participants express appreciation and enjoyment in “being a part of something a little bigger than themselves.”²²

More compassionate, patient-centered care: In a prospective, longitudinal study of ten sites newly implementing the Schwartz Rounds program across the U.S., 90% of participants agreed that they had increased insights into the psychosocial and emotional aspects of patient care. Eighty eight percent reported greater confidence in being able to respond to patients’ needs. Eighty two percent reported providing patients with more compassionate care.²⁶ Attending the sessions with other members of the care team has been associated with several patient-centered outcomes. Those who attended Schwartz Rounds with other members of their care team reported significantly greater confidence in responding to patients’ needs (p< .01), greater insights into the psychosocial and emotional aspects of patient care (p< .05), and more focus on the effects of illness on patients’ lives and families (p< .01).²⁶

The frequency of attendance at Schwartz Rounds has been correlated with similar outcomes, suggesting that the impact of the program is cumulative. The more Schwartz Rounds sessions attended, the greater the impact on participants’ increased insights into the psychosocial and emotional aspects of patient care (p< .01), increased focus on the effects of illness on patients’ lives and families (p< .05), and increased provision of more compassionate care (p< .05).⁶

Increased perspective-taking, appreciation and empathy for colleagues: The Schwartz Rounds program enables emotional resonance across healthcare workers regardless of their role or seniority.^11,27 The majority of attendees in many studies report a deeper empathic ability to understand their colleagues’ perspectives and feelings and greater appreciation of their roles and responsibilities.^{6,17,12,22,28,29} Attendees in several studies agreed that they gained insight into how others think and feel when caring for patients, making it more likely that they would approach colleagues with questions and dialogue when considering options for their own provision of care in the future.^9,12,20,29

Better communication and teamwork: Participants report being more open to expressing their thoughts, feelings and questions after participating in Schwartz Rounds sessions.^6,12 One study suggests that Schwartz Rounds may be particularly helpful in those units where teamwork is not optimal. Across 20 U.S. pediatric intensive care units (PICUs), PICUs with lower levels of teamwork rated the Schwartz Rounds as significantly more impactful than staff in PICUs with higher teamwork scores (72% versus 50%, p < .05).³⁰

In one study, participants reported having significantly more personal conversations with co-workers, supervisors and managers following Schwartz Rounds attendance, compared with non-attendees.³¹ Better teamwork is fostered by more open dialogue and communication across roles and levels of seniority.

Decreased isolation, increased sense of community and inclusion: Quantitative and qualitative studies consistently highlight the inclusive, cross-cutting nature of Schwartz Rounds as a prominent benefit. By facilitating open discussion and validating attendees’ emotional experiences, the Schwartz Rounds program helps attendees realize they are not alone in their feelings, nor in their strategies for coping with these challenges.^6,28,32

Researchers have found that the program dismantles barriers and provides a forum for community building.¹⁷ Participating in the program benefits both clinical and non-clinical workers; there are no significant differences in their ratings of Schwartz Rounds, although they may experience them differently.^31,10 While clinicians experience direct gratification in providing compassionate care to patients and families, non-clinicians experience a deeper appreciation of their own contributions to this shared goal.¹² Schwartz Rounds discussions unite attendees in recognizing their interconnectedness, shared humanity and shared purpose of working together to provide compassionate care.^9,17,33 Perhaps because attendees are all invited to participate regardless of their level or position, they perceive some leveling of professional hierarchy.^27,29 As one participant said, “We all play a part in how we care for the patient, so we’re all equal.”²²

Improved work and learning environments: The Schwartz Rounds program contributes to positive learning and work environments. They do this in part by validating and normalizing emotional reactions to challenging situations and by creating a trustworthy, psychologically safe space for reflection, connection, positive relational norms and a community of humanistic practice in both clinical and educational settings.^{34,35,36,37,38,39,40,51} Psychological safety, the shared belief that the group or team is safe for risk-taking, is critical for creating high-reliability organizations and cultures that value continuous learning.⁴¹ The program has been noted as a quality improvement intervention to cultivate such cultures.^28,42,43 Schwartz Rounds have been described as “counter-cultural,” as they shift participants away from urgent, reactive problem-solving to an hour of slow, considered reflection.²⁸ They enable and validate participants’ willingness to be vulnerable and share their emotions and challenging experiences.^17,20,44

For some, this makes it possible to say, “I don’t know,” to express uncertainty — not as a sign of weakness, but as a strength that motivates learning and professional growth. Schwartz Rounds attendees express an increased openness to considering new perspectives, possibilities and options – a foundation for critical thinking, learning and innovation.²⁸

Leadership engagement with staff: Schwartz Rounds attendees attest that leadership support for the program makes them feel like their leaders care about them.⁴⁵ Their presence at sessions shows that they see compassionate care as integral to the vision and values of the organization.²⁷ The organization’s commitment to sustaining the program reflects the importance of a collaborative, supportive relationship between leaders and employees.³¹ In one study, most senior leaders made it a point to attend Schwartz Rounds as participants or panelists to show their support and to role model. They reported that they find it helpful as a way to stay grounded, to stay in touch with healthcare workers’ concerns, and to know what happens on the front lines of care. Leaders saw the sessions as a way to help break down siloes and hierarchies and, by attending in person, to allow staff to “see we are human too.”⁴⁶

Implementation of positive organizational changes: Although Schwartz Rounds are not aimed at problem solving, conversations within the sessions often lead to changes in organizational culture, practices, and policies. Examples of culture change include being able to have more open conversations about workplace challenges and difficult situations that do not happen elsewhere in the organization.^6,22

Changes in practices and processes that have been reported as a result of Schwartz Rounds sessions have included more patient care conferences and more intentional consideration of what’s best for patients when implementing changes in policies or procedures. Other examples include integrating behavioral health into care, making staffing changes in high-intensity locations, creating support groups for caregivers who have been involved in medical errors, and increasing availability and earlier use of palliative care.⁶

The Schwartz Rounds have been successfully introduced in undergraduate medical education settings, with widespread adoption in the U.K. and growing implementation in the U.S. The longest-running educational Schwartz Rounds began in the U.S. in 2003 at the Massachusetts General Hospital Institute of Health Professions (MGH-IHP), an institute for multidisciplinary health professional education, setting a precedent for their use in educational settings.³⁹

Research results: Most published studies on the impact of Schwartz Rounds in educational settings have been done as pre/post-evaluations conducted at single institutions, often as pilot programs. In almost all of these studies, researchers have found themes and benefits that are consistent with standard Schwartz Rounds programs. Overall, the Schwartz Rounds program has been well received by health professional students.

Issues for further exploration include whether there is incremental benefit to students who have had more clinical exposure, whether single or multidisciplinary Schwartz Rounds are better received and impactful, how best to facilitate psychological safety for self-disclosure in the presence of faculty, optimal group size, and the pros and cons of using online platforms to increase participation, and recording the sessions.^36,37,39,40

Valued by students: The vast majority of students expressed their intention to attend Schwartz Rounds again in the future.^35,37,39 The open discussion in the sessions was more highly valued by students with more years of training.³⁴ Students in later years of training were more worried about burnout or “compassion fatigue” than students earlier in their training.⁴⁰ Sixty four percent of participants in one study thought the Schwartz Rounds should be integrated into the medical school curriculum.⁴⁰

Greater understanding of the patient: Most students agreed that the sessions enabled a greater understanding of the importance of empathy for patients.^34,51 Students greatly appreciated hearing stories that demonstrated the human side of medicine.

Reflection improved personal insight: Students expressed a strong preference for Schwartz
Rounds as a personal reflection modality over the reflective essays that are required in the U.K.³⁷ Some students reported that Schwartz Rounds helped them identify their learning needs, particularly regarding how to handle sensitive issues.^34,39 Ninety three percent of students in one study felt that the program enhanced their insight and self-awareness.³⁵

Normalizing and processing emotions: It was reassuring to students to witness peers and senior clinical role models coping with difficult emotions, thus normalizing these emotions and the need to learn positive emotion regulation and coping strategies.³⁷ The Schwartz Rounds provided space to question professional culture and norms.³⁸

Improved inter-professional understanding, communication and connection: Students appreciated the opportunity to learn from and about other disciplines, and to explore their assumptions about other health professions.³⁵ Some expressed the belief that attending Schwartz Rounds could improve communication and reduce professional hierarchies.^37,38,39 Eighty two percent of students agreed that attending the Schwartz Rounds gave them insight into how others feel/think about caring for patients.

Openness to sharing experiences and emotions: “Contribution anxiety” was a prominent theme in some studies. Sharing experiences and emotional reactions in Schwartz Rounds sessions, especially in front of more senior students and faculty in a group setting, was difficult and intimidating due to a fear of judgment.^37,38 However, many reported an openness to expressing thoughts, questions, and feelings after attending sessions. Sharing experiences also facilitated a greater sense of belonging and helped to encourage the positive processing of emotions.⁴⁰

1. Lown BA, Rosen J, Marttila J. An agenda for improving compassionate care: a survey shows about half of patients say such care is missing. Health Aff (Millwood). 2011 Sep;30(9):1772-8. doi: 10.1377/hlthaff.2011.0539. PMID: 21900669.
2. National Academy of Medicine. 2024. National Plan for Health Workforce Well-Being. Washington, DC: The National Academies Press.
3. The Surgeon General’s Plan for Workplace Health and Well-Being. https://www.hhs.gov/surgeongeneral/priorities/workplace-well-being/index.html
4. The Schwartz Center for Compassionate Healthcare. https://www.theschwartzcenter.org/programs/schwartz-rounds/
5. Maben J, Taylor C, Dawson J, et al. A realist informed mixed-methods evaluation of Schwartz Center Rounds® in England. Southampton (UK): NIHR Journals Library; 2018 Nov. (Health Services and Delivery Research, No. 6.37.)
6. Lown BA, Manning CF. The Schwartz Center Rounds: evaluation of an interdisciplinary approach to enhancing patient-centered communication, teamwork, and provider support. Acad Med. 2010 Jun;85(6):1073-81. doi: 10.1097/ACM.0b013e3181dbf741. PMID: 20505412
7. Cullen S. Implementing Schwartz Rounds in an Irish maternity hospital. Ir J Med Sci. 2021 Feb;190(1):205-208. doi: 10.1007/s11845-020-02268-6. Epub 2020 Jun 2. PMID: 32488464
8. Meyer R, Lu WH, Post SG, Chandran L. Pediatric Schwartz Rounds: Influencing Provider Insights and Emotional Connectedness. Hosp Pediatr. 2022 Aug 1;12(8):703-710. doi: 10.1542/ hpeds.2021-006366. PMID: 35791770
9. Chadwick RJ, Muncer SJ, Hannon BC, Goodrich J, Cornwell J. Support for compassionate care: Quantitative and qualitative evaluation of Schwartz Center Rounds in an acute general hospital. JRSM Open. 2016 Jul 1;7(7):2054270416648043. doi: 10.1177/2054270416648043. eCollection 2016 Jul.PMID: 28050259
10. Flanagan E, Chadwick R, Goodrich J, Ford C, Wickens R. Reflection for all healthcare staff: A national evaluation of Schwartz Rounds. J Interprof Care. 2020 Jan-Feb;34(1):140-142. doi: 10.1080/13561820.2019.1636008. Epub 2019 Aug 7. PMID: 31390225
11. Allen D, Spencer G, McEwan K, Catarino F, Evans R, Crooks S, Gilbert P. The Schwartz Centre Rounds: Supporting mental health workers with the emotional impact of their work. Int J Ment Health Nurs. 2020 Oct;29(5):942-952. doi: 10.1111/inm.12729. Epub 2020 May 15. PMID: 32413204 14
12. Adamson K, Sengsavang S, Myers-Halbig S, Searl N. Developing a Compassionate Culture Within Pediatric Rehabilitation: Does the Schwartz Rounds™ Support Both Clinical and Nonclinical Hospital Workers in Managing Their Work Experiences? Qual Health Res. 2018 Jul;28(9):1406-1420. doi: 10.1177/1049732318768239. Epub 2018 Apr 20.PMID: 29676216
13. Dawson J, McCarthy I, Taylor C, Hildenbrand K, Leamy M, Reynolds E, Maben J. Effectiveness of a group intervention to reduce the psychological distress of healthcare staff: a pre-post quasi-experimental evaluation. BMC Health Serv Res. 2021 Apr 27;21(1):392. doi: 10.1186/s12913-021-06413-4.
14. Jameton A. What Moral Distress in Nursing History Could Suggest about the Future of Health Care. AMA J Ethics. 2017 Jun 1;19(6):617-628. doi: 10.1001/ journalofethics.2017.19.6.mhst1-1706. PMID: 28644792.
15. Whitehead PB, Locklear TM, Carter KF. A Longitudinal Study of the Impact of Schwartz Center Rounds on Moral Distress. J Nurs Adm. 2021 Jul-Aug 01;51(7-8):409-415. doi: 10.1097/ NNA.0000000000001037. PMID: 34405980
16. National Center for PTSD. Coping with Traumatic Stress Reactions. https://www.ptsd.va.gov/gethelp/coping_stress_reactions.asp
17. Brady, V. May, P. Lombard-Vance, R. Hynes, G. and Corry, M. (2019). Evaluation of the Introduction of Schwartz Rounds in Ireland, Health Services Executive, Dublin, Ireland. Available at: https://www.hse.ie/eng/about/who/nqpsd/qps-connect/schwartz-rounds/full- trinity-report-may-19.pdf
18. George MS. Stress in NHS staff triggers defensive inward-focusing and an associated loss of connection with colleagues: This is reversed by Schwartz Rounds. Journal of Compassionate Health Care 2016;3:1–17.
19. McCarthy I, Taylor C, Leamy M, Reynolds E, Maben J. ‘We needed to talk about it’: The experience of sharing the emotional impact of health care work as a panellist in Schwartz Center Rounds® in the UK. J Health Serv Res Policy. 2021 Jan;26(1):20-27. doi: 10.1177/1355819620925512. Epub 2020 Jun 27. PMID: 32597222
20. Groves E, Collinson R, Hegarty A, Hamad E, Asadi TD, Ejara A, Kudsia L, Shah S. Schwartz Centre Rounds: qualitative exploration of panel members’ experiences within a forensic mental health service. BJPsych Bull. 2023 Apr;47(2):77-82. doi: 10.1192/ bjb.2021.132. PMID: 35012698
21. Oddiri U, Islam S, Lu WH. Understanding the Impact of Schwartz Rounds on Pediatric Clinicians’ Well-Being Using the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) Model for Flourishing: A Qualitative Analysis. Cureus. 2023 Oct 1;15(10):e46324. doi: 10.7759/cureus.46324. eCollection 2023 Oct. PMID: 37916227 15
22. Deppoliti DI, Côté-Arsenault D, Myers G, Barry J, Randolph C, Tanner B. Evaluating Schwartz Center Rounds in an urban hospital center. J Health Organ Manag. 2015;29(7):973-87.
23. Robert G, Philippou J, Leamy M, Reynolds E, Ross S, Bennett L, Taylor C, Shuldham C, Maben J. Exploring the adoption of Schwartz Center Rounds as an organisational innovation to improve staff well-being in England, 2009-2015. BMJ Open. 2017 Jan 5;7(1):e014326. doi: 10.1136/ bmjopen-2016-014326.
24. Qadri SF, Hill E, Madison J, Ramaswamy S. Successfully Implementing Schwartz Center Rounds® Within an Adult Psychiatric Hospital. Acad Psychiatry. 2017 Feb;41(1):118-120. doi: 10.1007/s40596-016-0506-2. Epub 2016 Apr 4.PMID: 27044407
25. McClelland LE, Vogus TJ. Compassion practices and HCAHPS: does rewarding and supporting workplace compassion influence patient perceptions? Health Serv Res. 2014 Oct;49(5):1670-83. doi: 10.1111/1475-6773.12186.
26. Manning CF, Acker R, Houseman L, Pressman E, Goodman IF. Schwartz Center Rounds® Evaluation Report. Executive Summary. February 2008.
27. Farr M, Barker R. Can Staff Be Supported to Deliver Compassionate Care Through Implementing Schwartz Rounds in Community and Mental Health Services? Qual Health Res. 2017 Sep;27(11):1652-1663. doi: 10.1177/1049732317702101. Epub 2017 Apr 13.PMID: 28799475
28. Maben J, Taylor C, Reynolds E, McCarthy I, Leamy M. Realist evaluation of Schwartz rounds® for enhancing the delivery of compassionate healthcare: understanding how they work, for whom, and in what contexts. BMC Health Serv Res. 2021 Jul 18;21(1):709. doi: 10.1186/ s12913-021-06483-4. PMID: 34275468
29. Reed E, Cullen A, Gannon C, Knight A, Todd J. Use of Schwartz Centre Rounds in a UK hospice: Findings from a longitudinal evaluation. J Interprof Care. 2015;29(4):365-6. doi: 10.3109/13561820.2014.983594. Epub 2014 Nov 25. PMID: 25421453
30. Lee KJ, Forbes ML, Lukasiewicz GJ, Williams T, Sheets A, Fischer K, Niedner MF. Promoting Staff Resilience in the Pediatric Intensive Care Unit. Am J Crit Care. 2015 Sep;24(5):422-30. doi: 10.4037/ajcc2015720. PMID: 26330435.
31. Adamson K, Searl N, Sengsavang S, Yardley J, George M, Rumney P, Hunter J, Myers-Halbig S. Caring for the healthcare professional. Health Organ Manag. 2018 May 21;32(3):402-415. doi: 10.1108/JHOM-05-2017-0103.PMID: 29771209
32. Ng L, Schache K, Young M, et al. Value of Schwartz Rounds in promoting the emotional well- being of healthcare workers: a qualitative study. BMJ Open 2023;13:e064144. doi:10.1136/ bmjopen-2022-064144.
33. Silke A, Rushe H, Keating K, Thurstan R, Barrett E. Caring for Caregivers: An Evaluation of Schwartz Rounds in a Paediatric Setting. Ir Med J. 2019 Jun 17;112(6):951.PMID: 31537055 16
34. Stocker C, Cooney A, Thomas P, Kumaravel B, Langlands K, Hearn J. Schwartz rounds in undergraduate medical education facilitates active reflection and individual identification of learning need. MedEdPublish (2016). 2018 Oct 15;7:230. doi: 10.15694/ mep.2018.0000230.1. eCollection 2018.PMID: 38089201
35. Gleeson D, Arwyn-Jones J, Awan M, White I, Halse O. Medical Student Schwartz Rounds: A Powerful Medium for Medical Student Reflective Practice. Adv Med Educ Pract. 2020 Oct 19;11:775-780. doi: 10.2147/AMEP.S273181. eCollection 2020.PMID: 33117049
36. Hamilton D, Taylor C, Maben J. How Does a Group Reflection Intervention (Schwartz Rounds) Work within Healthcare Undergraduate Settings? A Realist Review. Perspect Med Educ. 2023 Dec 19;12(1):550-564. doi: 10.5334/pme.930. eCollection 2023. PMID: 38144671
37. Abnett H, Tuckwell R, Evans L. Early introduction of the multi-disciplinary team through student Schwartz Rounds: a mixed methodology study. BMC Med Educ. 2022 Jul 3;22(1):523. doi: 10.1186/s12909-022-03549-7. PMID: 35786176
38. Clancy D, Mitchell A, Smart C. A qualitative exploration of the experiences of students attending interprofessional Schwartz Rounds in a University context. J Interprof Care. 2020 May-Jun;34(3):287-296. doi: 10.1080/13561820.2019.1692797. Epub 2019 Dec 10. PMID: 31821063
39. Corless IB, Michel TH, Nicholas M, Jameson D, Purtilo R, Dirkes AM. Educating health professions students about the issues involved in communicating effectively: a novel approach. J Nurs Educ. 2009 Jul;48(7):367-73. Doi: 10.3928/01484834-20090615-03. PMID: 19634261
40. Gishen F, Whitman S, Gill D, Barker R, Walker S. Schwartz Centre Rounds: a new initiative in the undergraduate curriculum-what do medical students think? BMC Med Educ. 2016 Sep 22;16(1):246. doi: 10.1186/s12909-016-0762-6.PMID: 27658411
41. Edmondson AC. The Fearless Organization. Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. Wiley Press; 2018.
42. Kingston MB, Dowell P, Mossburg SE, et al. Annual Perspective: Psychological Safety of Healthcare Staff. PSNet [internet]. Rockville (MD): Agency for Healthcare Research and Quality, US Department of Health and Human Services. 2022.
43. Angelopoulou P, Panagopoulou E. Non-clinical rounds in hospital settings: a scoping review. J Health Organ Manag. 2019 Aug 8;33(5):605-616. doi: 10.1108/JHOM-09-2018- 0244. Epub 2019 Jun 14. PMID: 31483207.
44. A hospital-wide group approach to promote open dialogues of workplace issues and staff wellbeing with Schwartz Rounds. Leung KC, Lele K, Peisah C. Australas Psychiatry. 2024 Apr;32(2):151-156. doi: 10.1177/10398562241229887. Epub 2024 Jan 30. PMID: 38288725 17
45. Personal communication: Schwartz Center – post-Schwartz Rounds evaluation feedback data.
46. Myers R et al (2021) Do Schwartz Rounds support senior leaders to reflect on their practice? Nursing Times [online]; 117: 4, 18-21.
47. Brower, Kirk J. MD. Professional Stigma of Mental Health Issues: Physicians Are Both the Cause and Solution. Academic Medicine 96(5):p 635-640, May 2021. | DOI: 10.1097/ ACM.0000000000003998
48. Mehta SS, Edwards ML. Suffering in Silence. Mental Health Stigma and Physicians’ Licensing Fears. Am J Psych Res Journal. 2018;13 (11):1-3.
49. Ng IK, Tan BC, Goo S, Al-Najjar Z. Mental health stigma in the medical profession: Where do we go from here? Clin Med (Lond). 2024 Jan;24(1):100013. doi: 10.1016/j. clinme.2024.100013. Epub 2024 Jan 17. PMID: 38382183
50. Watmore-Eve J. Supporting hospice staff: Schwartz Center Rounds at St Joseph’s Hospice. European Association of Palliative Care. March 14, 2013.
51. Smith J, Stewart MG, Foggin E, Mathews S, Harris J, Thomas P, Cooney A, Stocker CJ. 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”! BMC Med Educ. 2020 Aug 17;20(1):271. Doi: 10.1186/s12909-020-02199-x.PMID: 32807145
52. Goodrich J. Supporting hospital staff to provide compassionate care: do Schwartz Center Rounds work in English hospitals? J R Soc Med. 2012 Mar;105(3):117-22. doi: 10.1258/ jrsm.2011.110183. PMID: 22434811; PMCID: PMC3308638.