BEDSIDE TEACHING Mohammed Y Al-Naami FRCSC, FACS, M Ed.
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Transcript of BEDSIDE TEACHING Mohammed Y Al-Naami FRCSC, FACS, M Ed.
BEDSIDE TEACHINGBEDSIDE TEACHING
Mohammed Y Al-NaamiMohammed Y Al-Naami
FRCSC, FACS, M Ed.FRCSC, FACS, M Ed.
INTRODUCTIONINTRODUCTION Bedside teaching is considered as one of Bedside teaching is considered as one of
the most important methods of teachingthe most important methods of teaching It is the most neglected and most deficientIt is the most neglected and most deficient Many are haphazard, suboptimal, and Many are haphazard, suboptimal, and
lacking intellectual excitementlacking intellectual excitement Communication skills are not usually Communication skills are not usually
addressed in bedside teachingaddressed in bedside teaching Lacks role modeling and students Lacks role modeling and students
supervision supervision
LEARNER OBJECTIVES LEARNER OBJECTIVES
1.1. Acquisition of knowledge & understandingAcquisition of knowledge & understanding2.2. Acquisition of clinical and procedural skillsAcquisition of clinical and procedural skills3.3. Acquisition of good communication skillsAcquisition of good communication skills4.4. Ensures continuity of care from admission to Ensures continuity of care from admission to
discharge of the patientdischarge of the patient5.5. Learner should manage patients in a setting that Learner should manage patients in a setting that
maximizes learning and minimizes risk to the maximizes learning and minimizes risk to the patients (tiredness, dissatisfaction, and harm)patients (tiredness, dissatisfaction, and harm)
6.6. Learner should be familiar with personnel Learner should be familiar with personnel management, cost-effectiveness, and other management, cost-effectiveness, and other attributes (honesty, ethics, dress, etc.)attributes (honesty, ethics, dress, etc.)
TEACHER OBJECTIVESTEACHER OBJECTIVES
1.1. Positive attitude to teaching (motivation)Positive attitude to teaching (motivation)
2.2. Friendly, helpful, and available teacherFriendly, helpful, and available teacher
3.3. Role modelingRole modeling
4.4. Facilitate clinical reasoningFacilitate clinical reasoning
5.5. Demonstrate and supervise routine proceduresDemonstrate and supervise routine procedures
6.6. Evaluate learner’s performance and feedbackEvaluate learner’s performance and feedback
CONT. TEACHER OBJECTIVESCONT. TEACHER OBJECTIVES
7.7. Encouragement of active participation Encouragement of active participation
8.8. Emphasis on applied problem solving Emphasis on applied problem solving
9.9. Integration of basic and clinical sciences Integration of basic and clinical sciences
10.10. Supervision of students performance Supervision of students performance
11.11. Teaching that provide stimulation & Teaching that provide stimulation & challengechallenge
12.12. Patient-oriented, not disease oriented Patient-oriented, not disease oriented
Bedside Teaching Bedside Teaching MethodologyMethodology
1.1. Set your own objectives or planSet your own objectives or plan Consider your own available time, duration Consider your own available time, duration
of bedside teaching, and no. of studentsof bedside teaching, and no. of students Be realistic about what you can achieveBe realistic about what you can achieve Discuss your plan with the students beforeDiscuss your plan with the students before Keep record of cases already discussedKeep record of cases already discussed Discuss with other colleagues your planDiscuss with other colleagues your plan
Cont. MethodologyCont. Methodology2. Provide a good teaching environment2. Provide a good teaching environment Bridging the gap between you & studentsBridging the gap between you & students
Friendly and helpful manner to reduce the Friendly and helpful manner to reduce the natural and inevitable apprehensionsnatural and inevitable apprehensions
Ideal surrounding atmosphere and lightingIdeal surrounding atmosphere and lighting
Cont. MethodologyCont. Methodology
3. Ensure good communication3. Ensure good communication Communication is the basis for learningCommunication is the basis for learning Trust must exist between teacher & student, Trust must exist between teacher & student,
and teacher or student & patientand teacher or student & patient The teacher emphasis on developing the The teacher emphasis on developing the
learner’s sense of competence, self-esteem, learner’s sense of competence, self-esteem, and appropriate responsibilityand appropriate responsibility
Patient’s comfort, trust, assurance of helpPatient’s comfort, trust, assurance of help
Cont. MethodologyCont. Methodology
4. Set a good example (Role Modeling)4. Set a good example (Role Modeling) This can be achieved by students watching This can be achieved by students watching
the teacher talking history, performing the teacher talking history, performing physical examination, and discussing the physical examination, and discussing the outcome and plans with the patientoutcome and plans with the patient
This opportunity is best demonstrated and This opportunity is best demonstrated and consolidated in outpatient clinicsconsolidated in outpatient clinics
Cont. MethodologyCont. Methodology
5. Involve the students5. Involve the students They should have a chance to talk to the They should have a chance to talk to the
patient, perform & demonstrate physical patient, perform & demonstrate physical signs and findingssigns and findings
Present cases and answer questionsPresent cases and answer questions Emphasis of teaching should be bedside Emphasis of teaching should be bedside
and patient-oriented not disease oriented and patient-oriented not disease oriented
Cont. MethodologyCont. Methodology6. Observe the student6. Observe the student Lack of direct observation of student Lack of direct observation of student
interactions with patients is the trendinteractions with patients is the trend Unfortunately, assessment depends on the Unfortunately, assessment depends on the
aspect above, which isn’t usually addressedaspect above, which isn’t usually addressed Teachers should observe students without Teachers should observe students without
interruptions unless necessaryinterruptions unless necessary Provide feedback and corrections in a nice Provide feedback and corrections in a nice
and friendly manner without criticism and friendly manner without criticism
Evaluation of Bedside Evaluation of Bedside TeachingTeaching
1. 1. Formative:Formative:
• PortfoliosPortfolios
2. 2. Summative:Summative:
• Direct observation Direct observation (Long & Short Cases)(Long & Short Cases)
• OSCEOSCE
THANK YOUTHANK YOU