Student and patient perspectives on bedside teaching
ABSTRACT 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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ABSTRACT: Introduction: Traditionally any component of medical education that takes place at the patient’s bedside is Bedside clinical Teaching (BST). Importance of BST is absolute. Its role in developing future doctors with knowledge, skills and attitudes towards good-clinical practice is immense. BST not only improves students learning experiences but also enhances patient care. Methods: This cross-sectional study to determine the awareness and preparedness for BST in students from a new public medical school of Malaysia. Results: Study respondents 71% were female and rest 29% were male. Regardless the gender of the students, 91% of respondents take preparation before they go to BST session. Majority of them (66%) chose to go to hospital and tried to clerk patients by themselves. This research found more than half (52%) felt stressed when they are assigned for presentation of a case. Conclusions: Bedside is most essential component of medical education should be promoted to ensure proper diagnosis and management. This study thoroughly approved about the significance of bedside teaching. This cross sectional study with minimum sample size thus has its own limitations. Therefore well designed prospective study is advocated to promote bedside teaching to ensure better health care for the common people of the world
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ABSTRACT: Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM. A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results. A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities. BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student attitudes toward EBM and self-reported use of EBM in clinical practice. Given the various learning styles preferred by students, a multifaceted approach (incorporating BL) may be best suited when teaching EBM to medical students. Further research on the cost-effectiveness of EBM teaching modalities is required.BMC Medical Education 12/2015; 15(1):321. DOI:10.1186/s12909-015-0321-6 · 1.41 Impact Factor
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ABSTRACT: Background: Trauma nursing rounds (TNR) are a unique type of bedside teaching round that facilitate discussion of individual trauma patient’s condition and care, and provide a novel and innovative approach to nursing education in an informal setting. This study introduced TNR to the emergency department in an Australian metropolitan hospital. Methods: Registered nurses, assistants-in-nursing, and nursing students participated in seven TNR over a 12-week period. The primary care nurse presented the trauma case utilising a modified handover tool. This was followed by discussion of the patient’s condition and management among all those present including the patient. A participant questionnaire provided feedback from the nurses about TNR perceived benefits. A representative sample of participants was subsequently interviewed. Results: Fifty-three participants attended the rounds, 47 responded to the questionnaire, and nine were interviewed. Participants were universally positive about the TNR structure and its potential impact on clinical practice. Interviewees indicated that TNR have the potential toenhance collegiality, and allow the patients and their families to be involved and informed in their care. Conclusions: The introduction of TNR was successful. TNR provide the potential to improveassessment and care of trauma patients, promote collaborative learning, and promote patients’understanding and involvement in their care.Australasian Emergency Nursing Journal 01/2015; 18:42-48. DOI:10.1016/j.aenj.2014.10.001