Tips for Effective Bedside Clinical Teaching
|Presentation||220||1||July 24, 2006|
This resource represents how bedside teaching is considered one of the most important clinical teaching methods, yet clinical teaching is gravitating to conference rooms and corridors. Examples of skills best taught at the bedside include communication skills, clinical skills and professionalism. Several barriers and challenges to bedside teaching have been reported and many clinical teachers are uncertain about effective strategies for resolving them.
This workshop will review:
- Definition and learning outcomes of bedside teaching.
- Application of educational principles of experiential learning to bedside teaching.
- Techniques for effective bedside teaching.
- Challenges to bedside teaching.
- Small group work: Solutions to specific challenges.
- Take home messages from audience.
Ramani S. Tips for Effective Bedside Clinical Teaching. MedEdPORTAL; 2006. Available from: www.mededportal.org/publication/220
- To be able to understand definition of bedside teaching and the learning outcomes of a bedside teaching encounter.
- To be able to gain knowledge of the principles, benefits of experiential learning and apply them to their own bedside teaching.
- To be able to learn teaching strategies for effective teaching at the bedside.
- To be able to discuss challenges for bedside teachers and generate possible solutions in small groups.
- Bedside, Experiential, Education
- Interpersonal & Communication Skills
- Patient Care
- Practice-based Learning & Improvement
- Clinical Sciences
- Clinical Skills/Doctoring
- Teaching Skills
- Professional & Faculty Development
Authors & Co-Authors
Subha Ramani, MBBS, MMEd, MPH
Boston University School of Medicine
Effectiveness and Significance
All 20 participants felt that their personal learning objectives had been met. All were enthusiastic about incorporating bedside teaching in their clinical teaching. Many faculty saw the importance of planning before rounds and reflecting after rounds. They desired additional faculty development workshops. Some felt that 3 hours was not sufficient to address bedside teaching, they wanted to incorporate real bedside teaching in a hospital as part of this workshop.
Participants desire additional role-plays than case discussions for small group work and I plan to include role-play scenarios the next time I present a similar workshop. Participants also want demonstration of bedside teaching in real clinical settings. This may be difficult to achieve but I intend to ask the sponsors in the future if such a teaching session is possible. Imperative to speak slowly and use simple English when addressing an audience whose primary language is not English.
This information is made available under the Creative Commons license.