Maintaining the quality of teaching on resident rounds has become a challenge in light of new pressures to improve value, as well as changes in the organization of care and in trainee accreditation standards. This commentary describes a rounding process that focuses on enhancing safety culture, engaging patients, and improving diagnostic reasoning as goals to reinforce teamwork activities including huddles, bedside rounds, and diagnostic timeouts. The authors provide information drawn from their evaluation of the program and discuss plans for further research building on their work.