To examine the different teaching patterns and learners' emotion load to achieve learners satisfaction on rounds.

Wenjuanxing was used to recruit participants, including residents, visiting doctors, medical postgraduate students. Baseline characteristics of learners were recorded, and learners were asked to share the top three experiences and emotions during the rounding episode, as well as the expectations of further improvement, and responding to each item using a Likert scale. Learners' emotion during rounding were recorded by Russel model, the relationship between teaching patterns and learners' emotion load to achieve learners, satisfaction on rounds was observed.

A total of 195 questionnaires were collected from 82 subjects. The most common teaching models used by ward rounds were pathophysiology-based disease analysis and decision making, problem-based discussion and feedback, and clinical experience-based disease analysis and decision making, accounting for 87.18%, 61.54%, 55.90%, respectively. The frequency and degree of problem-based discussion and feedback, condition analysis and decision making based on presentation skills, and condition analysis and decision making based on evidence-based medicine were significantly positively correlated with the subjects' satisfaction with ward rounds (r=0.210, P=0.003; r=0.185, P=0.010; r=0.166, P=0.020). The subjects expected to strengthen discussion and feedback based on problems, analysis and decision making based on clinical experience, pathophysiology-based disease analysis and decision making, condition analysis and decision making based on presentation skills, the proportions were 37.44%, 35.38%, 27.18%, 27.18%, respectively. The relationship between emotional load and satisfaction during ward rounds showed that whether the subjects felt excited was positively correlated with satisfaction during ward rounds (r=0.244, P=0.001).

Different teaching patterns should be performed in ICU teaching rounds. Problem-based discussion and feedback, interesting and storytelling presentation, evidence-based medicine may significantly improve the learners' satisfaction with emotion of excited.