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BEDSIDE TEACHING

INTRODUCTION. Bedside teaching is considered as one of the most important methods of teachingIt is the most neglected and most deficientMany are haphazard, suboptimal, and lacking intellectual excitementCommunication skills are not usually addressed in bedside teachingLacks role modeling and students supervision .

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BEDSIDE TEACHING

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    1. BEDSIDE TEACHING Mohammed Y Al-Naami FRCSC, FACS, M Ed.

    2. 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

    3. 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.)

    4. TEACHER OBJECTIVES Positive attitude to teaching (motivation) Friendly, helpful, and available teacher Role modeling Facilitate clinical reasoning Demonstrate and supervise routine procedures Evaluate learner�s performance and feedback

    5. 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

    6. 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

    7. 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

    8. 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 learner�s sense of competence, self-esteem, and appropriate responsibility Patient�s comfort, trust, assurance of help

    9. 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

    10. 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

    11. 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 isn�t usually addressed Teachers should observe students without interruptions unless necessary Provide feedback and corrections in a nice and friendly manner without criticism

    13. THANK YOU

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