BEDSIDE TEACHING

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BEDSIDE TEACHING

• Mohammed Y Al-Naami
• FRCSC, FACS, M Ed.

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INTRODUCTION

• Bedside teaching is considered as one of the most
  important methods of teaching
• It is the most neglected and most deficient
• Many are haphazard, suboptimal, and lacking
  intellectual excitement
• Communication skills are not usually addressed in
  bedside teaching
• Lacks role modeling and students supervision

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LEARNER OBJECTIVES

• Acquisition of knowledge understanding
• Acquisition of clinical and procedural skills
• Acquisition of good communication skills
• Ensures continuity of care from admission to
  discharge of the patient
• Learner should manage patients in a setting that
  maximizes learning and minimizes risk to the
  patients (tiredness, dissatisfaction, and harm)
• Learner should be familiar with personnel
  management, cost-effectiveness, and other
  attributes (honesty, ethics, dress, etc.)

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TEACHER OBJECTIVES

• Positive attitude to teaching (motivation)
• Friendly, helpful, and available teacher
• Role modeling
• Facilitate clinical reasoning
• Demonstrate and supervise routine procedures
• Evaluate learners performance and feedback

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CONT. TEACHER OBJECTIVES

• 7. Encouragement of active participation
• 8. Emphasis on applied problem solving
• 9. Integration of basic and clinical sciences
• 10. Supervision of students performance
• 11. Teaching that provide stimulation challenge
• 12. Patient-oriented, not disease oriented

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Bedside Teaching Methodology

• Set your own objectives or plan
• Consider your own available time, duration of
  bedside teaching, and no. of students
• Be realistic about what you can achieve
• Discuss your plan with the students before
• Keep record of cases already discussed
• Discuss with other colleagues your plan

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Cont. Methodology

• 2. Provide a good teaching environment
• Bridging the gap between you students
• Friendly and helpful manner to reduce the natural
  and inevitable apprehensions
• Ideal surrounding atmosphere and lighting

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Cont. Methodology

• 3. Ensure good communication
• Communication is the basis for learning
• Trust must exist between teacher student, and
  teacher or student patient
• The teacher emphasis on developing the learners
  sense of competence, self-esteem, and appropriate
  responsibility
• Patients comfort, trust, assurance of help

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Cont. Methodology

• 4. Set a good example (Role Modeling)
• This can be achieved by students watching the
  teacher talking history, performing physical
  examination, and discussing the outcome and plans
  with the patient
• This opportunity is best demonstrated and
  consolidated in outpatient clinics

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Cont. Methodology

• 5. Involve the students
• They should have a chance to talk to the patient,
  perform demonstrate physical signs and findings
• Present cases and answer questions
• Emphasis of teaching should be bedside and
  patient-oriented not disease oriented

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Cont. Methodology

• 6. Observe the student
• Lack of direct observation of student
  interactions with patients is the trend
• Unfortunately, assessment depends on the aspect
  above, which isnt usually addressed
• Teachers should observe students without
  interruptions unless necessary
• Provide feedback and corrections in a nice and
  friendly manner without criticism

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Evaluation of Bedside Teaching

• 1. Formative
• Portfolios
• 2. Summative
• Direct observation
• (Long Short Cases)
• OSCE

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THANK YOU