Grand rounds were first introduced in the 19th century as a patient centred diagnostic exercise between colleagues.1 Today, in surgical education this can be bedside teaching where juniors are ‘pimped’ with clinical question by seniors. It is important to consider benefits and be mindful of limitation of grand rounds for all parties.2 For juniors: practicing presentation skills, communication and clinical information synthesis are important in surgical practice. Allows opportunity to critically think and contextualise clinical scenario for sound retention. Prompts revision of important topics to guide learning. 2 For teachers: opportunity to deliver feedback to juniors in real-time, chance to impart knowledge based on clinical experience, collaboration with colleagues whilst overseeing patient care. For patients: can help to guide clinical care e.g. second opinion on a diagnostic dilemma or consensus of management of a difficult case. Patient participation in grand rounds can make patients feel relaxed and confident in the treating team.1 Limitations: pressure/anxiety for juniors being put on the spot with time limitations.2 Being somewhat performative and may not reflect the trainee’s surgical ability or learning style. Busy surgical departments may struggle to dedicate time for formal grand rounds, leaving little time to reap benefits.1 Nevertheless, grand rounds in surgical education are an in-valuable learning and teaching opportunity and can also contribute to patient centred care. 1. Can We Make Grand Rounds “Grand” Again? Shaifali Sandal, Michael C Iannuzzi, Stephen J Knohl. 4, s.l. : Journal od Graduate Medical Education, 2013, Vol. 5. 2. The Art of PImping. Allan S Detsky. 13, s.l. : JAMA, 2009, Vol. 301.