Changing Paradigms of Bedside Clinical Teaching (original) (raw)
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Iranian journal of medical sciences, 2011
Bedside teaching is a vital component of medical education. It is applicable to any situation where teaching is imparted in the presence of patients. In teaching in the patients' presence, learners have the opportunities to use all of their senses and learn the humanistic aspect of medicine such as role modeling, which is vital but difficult to communicate in words. Unfortunately, bedside teaching has been on the decline. To investigate the reasons for the decline in bedside teaching, its importance and its revival, a review of literature was carried out using PubMed and other data bases. The review revealed that the major concerns of bedside teaching were time constraint, false preceptors' concern about patients' comfort, short stay of patients in hospitals, learner distraction by technology, lack of experience and unrealistic faculty expectation. Whatsoever the reasons, bedside teaching cannot be replaced with anything else. There are newer approaches of effective beds...
Has bedside teaching had its day
Advances in Health Sciences Education
Though a diverse array of teaching methods is now available, bedside teaching is arguably the most favoured. Students like it because it is patient-centred, and it includes a high proportion of relevant skills. It is on the decline, coinciding with declining clinical skills of junior doctors. Several factors might account for this: busier hospitals, broader roles of clinicians, competing teaching modalities, and the limited training of clinicians as medical educators. However, bedside teaching offers unique benefits. Students gain first-hand experience of the doctor patient relationship. They see the process of interacting with patients, investigative yet sensitive, demystified. Certain clinical skills, like the recognition of the tactile sensation of hepatosplenomegaly cannot be simulated elsewhere. We advocate the preservation of bedside learning experience. Teaching guidelines should be written to minimise disruption to ward work, and to ensure the preservation of patient autonomy. Greater emphasis should be placed on bedside skills in the undergraduate curriculum. For teachers, training in teaching methodology should begin at undergraduate level, with subsequent protected teaching time in job plans. This would increase not just the quantity, but also the quality of bedside teaching.
BEDSIDE TEACHING-MAKING IT AN EFFECTIVE INSTRUCTIONAL TOOL
core teaching strategy during the clinical years of a medical student. Although it is considered the most effective method to teach clinical and communication skills but its quality is deteriorating with the passage of time. The objective of this study is to explore faculty’s perceptions about bedside teaching. Methods: This study was conducted in clinical disciplines of Ayub Medical College and hospital Abbottabad, Pakistan from January 2012 to July 2012. Pragmatic paradigm was selected to gather both quantitative and qualitative information. Data was collected sequentially to validate findings. Perceptions of all professors of clinical subjects about bed side teaching were recorded on a close-ended structured questionnaire. Then in-depth interviews were taken from 5 professors using an open ended questionnaire. Quantitative data was analysed using SPSS-16. Qualitative research data was analysed through content analysis. Results: Out of 20 professors of clinical departments 18 agreed to respond to the questionnaire assessing their perceptions about bed side teaching. Non-existence of bedside teaching curriculum, lack of discipline in students and faculty, lack of accountability, poor job satisfaction and low salary were identified as major factors responsible for decline in quality of bedside teaching. Most of them advocated that curriculum development, planning bedside teaching, implementation of discipline and accountability, improved job satisfaction and performance based promotions will improve quality of clinical teaching. Conclusions: Curriculum development for bedside teaching, institutional discipline, application of best planning strategies, performance based appraisal of faculty and good job satisfaction can make bedside teaching an effective instructional tool. Keywords: Bedside teaching, instructional tool, clinical curriculum, clinical teaching planning
Tel: +24912344936 Medicine, as a study, is a university course that qualifies its graduates to a specific profession that needs certain skills to be learned properly in order to achieve a safe and useful practice. Among these skills are bedside skills, which are the most important and the most relevant in professional practice. There is a consensus among clinical educators that bedside skills are declining among both students and doctors due to many factors (1-4) . The decline in clinical skills is manifested in the performance of students and doctors in certifying examination and practice, in addition to loss of confidence in their clinical experience. Any effort should be made to reinstate bedside teaching (BST) as a leading component in medical education as the most effective method to teach clinical skills. Below are tips suggested by the authors (both with a rich experience in BST). Tip 1: Clinical teachers There is a reported decline in clinical teachers' bedside teaching ...
Impact of ‘structured bedside teaching module’ on students’ learning
ip innovative publication pvt. ltd, 2019
Introduction: Innovations in medical education' is the key to fill the gap between expectations from our UG students and actual practicality which we observe in them after graduation. Bedside teaching is an excellent Teaching-Learning method used since ages. It is the best method which if properly undertaken can give insight about all three domains of learning to the students. However if not properly planned this can go in haphazard manner and may not be proved that fruitful. In-spite of vital importance of bedside teaching in medical education its popularity is decreasing day by day. If bedside teaching is properly structured and meticulously used, it can be utilized as an excellent method of imparting learning in all three domains. Considering these facts in mind, structured bedside examination module was prepared and this study was undertaken to study impact of this structured bedside teaching module on students’ learning. Materials and Methods: Students of 7th semester poste...