Get to know each team member and address them by rst name Use appropriate humor to make rounds more informal and enjoyable Let team members present without interrupting Be a member of the team instead of a “leader of the team” Be humble Encourage the view that mistakes are critical for learning and use your own past mistakes to illustrate teaching Admit when you do not know something and show how you intend to nd the answer Include other health professionals, such as nurses, pharmacists, etc., in team discussion, giving them full respect and seek their valuable insights into the patients’ care Prepare for rounds by reviewing medical records, anticipating potential stumbling points, identifying key teaching points, and identifying items for the team members to study Conduct rounds in a timely manner and manage time well Build rapport with patients and demonstrate good patient-centered care Plan for the patient’s future after discharge and encourage the team to start thinking about the patient’s discharge at the time of admission. Engage team members in discussions about a few key points—emphasize thinking process over content knowledge Through the Socratic method of questioning, ask team members to explain their answers and how they arrived at their conclusion Share clinical reasoning with the team members to help build analytical frameworks Recognize differences in team members’ learning levels and adapt conversations accordingly. Engage all team members in the learning process.