Student and patient perspectives on beside teaching

Discipline of Medicine, University of Newcastle, Newcastle, New South Wales, Australia
Medical Education (Impact Factor: 3.2). 10/1997; 31(5):341-6. DOI: 10.1046/j.1365-2923.1997.00673.x
Source: PubMed


A cross-sectional study was undertaken to elicit patient and learner opinions about bedside teaching (BST). Only 48% of learners reported that they had been given enough BST during their undergraduate training, while 100% thought BST to be the most effective way of learning clinical skills. Seventy seven per cent of patients enjoyed BST and 83% said that it did not make them anxious. The preferred site for case presentations was the conference room. Further quantitative studies are needed to investigate perceived impediments to BST from the teachers' point of view.

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    • "Several studies have utilised surveys (Nair et al., 1997; Celenza and Rogers, 2006; Crumlish et al., 2009; Qureshi et al., 2013) and/or interviews to explore different stakeholders' perceptions of BTEs, e.g. values, barriers and future improvements (Nair et al., 1998; Ramani et al., 2003; Williams et al., 2008; Wenrich et al., 2011; Gonzalo et al., 2014). "

    Journal of Workplace Learning 05/2015; 27(4):298-314. DOI:10.1108/JWL-05-2014-0035
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    • "Simons et al. [54] measured heart rate, blood pressure and plasma norepinephrine levels of patients during bedside teaching rounds and found no indications of increased stress. Apart from this physiological data, patients report in 77–85 % of cases that they actually enjoy bedside teaching sessions [27, 42, 47]. Compared with conference room presentations, a study done by Lehman et al. showed that there was a trend among patients to be more favourable towards bedside teaching (although not statistically significant). "
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    ABSTRACT: Bedside teaching is seen as one of the most important modalities in teaching a variety of skills important for the medical profession, but its use is declining. A literature review was conducted to reveal its strengths, the causes of its decline and future perspectives, the evidence with regard to learning clinical skills and patient/student/teacher satisfaction. PubMed, Embase and the Cochrane library were systematically searched with regard to terms related to bedside teaching. Articles regarding the above-mentioned subjects were included. Bedside teaching has shown to improve certain clinical diagnostic skills in medical students and residents. Patients, students/residents and teachers all seem to favour bedside teaching, for varying reasons. Despite this, the practice of bedside teaching is declining. Reasons to explain this decline include the increased patient turnover in hospitals, the assumed violation of patients' privacy and an increased reliance on technology in the diagnostic process. Solutions vary from increasingly using residents and interns as bedside teachers to actively educating staff members regarding the importance of bedside teaching and providing them with practical essentials. Impediments to bedside teaching need to be overcome if this teaching modality is to remain a valuable educational method for durable clinical skills.
    09/2013; 3(2). DOI:10.1007/s40037-013-0083-y
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    • "Aronson et al. found that 52% of residents perceived that teaching is reduced when families are present at rounds (Aronson et al., 2009). On the other hand, several studies support that family presence at rounds did not decrease the medical education provided (Muething et al., 2007; Phipps et al., 2007; Sisterhen et al., 2007; Landry et al., 2009; Nair et al., 1997; Jarvis et al., 2005; Lehman et al., 1997). "
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    ABSTRACT: To describe the attitudes and perceptions of intensive care unit (ICU) staff [critical care physicians and fellows (MDs), registered nurses (RNs), allied health discipline (HD) and managers] towards family presence at bedside rounds. We developed, tested and administered a questionnaire to the multidisciplinary staff. 24-Bed medical surgical ICU. 160/221 (72.4%) individuals responded, including 12 MDs, 95 RNs, 48 HD personnel, 4 managers and 1 unspecified. While most MDs strongly agreed and HD and management groups somewhat agreed, most RNs strongly disagreed with providing family members the option to attend rounds. Over 50% of respondents either strongly or somewhat agreed that the presence of family members prolongs rounds, reduces the medical education provided to the team and constrains delivery of negative medical information. Compared to MDs, RNs expressed greater reservation to family presence at rounds. Among RNs, more experienced RNs, expressed greater reservation with family presence during rounds. We found significant differences among the attitudes of health care providers towards family presence at bedside rounds with RNs, especially more experienced RNs, expressing the greatest reservation. Qualitative research is required to explore perceived and actual barriers to family member presence at rounds.
    Intensive & critical care nursing: the official journal of the British Association of Critical Care Nurses 08/2013; DOI:10.1016/j.iccn.2013.06.003
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