scholarly journals Broadening conceptions of medical student mistreatment during clinical teaching: message from a study of “toxic” phenomenon during bedside teaching

2018 ◽  
Vol Volume 9 ◽  
pp. 483-494 ◽  
Author(s):  
Hector Oladapo Olasoji
Keyword(s):  
Medical Student ◽  
Clinical Teaching ◽  
Bedside Teaching

scholarly journals Bedside teaching: an invaluable tool in undergraduate medical education

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S154-S154
Author(s):  
Kenneth Ruddock
Keyword(s):  
Medical Education ◽  
Student Learning ◽  
Student Teaching ◽  
Undergraduate Medical Education ◽  
Course Design ◽  
Clinical Teaching ◽  
Bedside Teaching ◽  
Invaluable Tool ◽  
Cox's Model ◽  
Difficult Subjects

AimsBedside teaching is one of the most important modalities in medical education. Sir William Osler stated, “Medicine is learned by the bedside and not in the classroom”. Despite this, the use of bedside teaching in the undergraduate curriculum has been declining, potentially due to changes in course design, increasing clinical workloads and reducing inpatient numbers. In my role as a Clinical Teaching Fellow (CTF), I have aimed to maximise bedside teaching and promote it as the primary approach for student learning.MethodAs a CTF, I deliver teaching to students from the Universities of Glasgow and Edinburgh during their placements in NHS Lanarkshire. Weekly teaching is provided to groups of 2-4 students, with around 50% of sessions delivered ‘at the bedside’.Within psychiatry, there is a vast range of potential bedside teaching topics. Given the length of time required to conduct a full psychiatric history and mental state examination (MSE), teaching sessions instead focus on one specific component of the patient interview, for example, assessing perceptual abnormalities or delusions, conducting a substance use history or exploring social circumstances and the functional impact of illness. This approach allows for more focussed feedback and teaching. Session structure is based upon Cox's model of bedside teaching, which I have modified slightly for the psychiatry setting.Student feedback has been collected via an anonymous electronic end-of-block questionnaire.ResultQualitative feedback reveals that students in NHS Lanarkshire value bedside teaching, with one student describing it as “informative, comprehensive and relevant for upcoming exams and clinical practice”.There are a number of potential barriers to consider when delivering bedside teaching in psychiatry. These include issues identifying suitable patients who can provide informed consent to participate and the ethical concerns regarding exploring difficult subjects such as suicide risk assessment with patients for purely educational purposes.These issues can be overcome; in inpatient units, there is usually a small cohort of patients who are able to consent and engage in student teaching, and difficult subjects can alternatively be addressed during role-play or simulation sessions.ConclusionDespite its challenges, bedside teaching can be an enjoyable and rewarding approach in undergraduate medical education, with feedback revealing it is positively received in NHS Lanarkshire. By utilising Cox's model and focussing on specific aspects of MSE and history-taking, bedside teaching is more accessible and an invaluable tool for psychiatric teaching. Clinicians and educators are encouraged to keep the patient at the centre of student learning.

The Reliability of Medical Student Ratings of Clinical Teaching

1997 ◽  
Vol 20 (3) ◽  
pp. 343-352 ◽  
Author(s):  
David J. Solomon ◽  
Alice J. Speer ◽  
Curtis J. Rosebraugh ◽  
Donald J. DiPette
Keyword(s):  
Medical Student ◽  
Clinical Teaching ◽  
Student Ratings

scholarly journals THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES

2019 ◽  
Vol 8 (2) ◽  
pp. 108-114
Author(s):  
Ida Zuhroidah ◽  
Nurul Huda ◽  
Bagus Dwi Cahyono
Keyword(s):  
Clinical Practice ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Learning Outcome ◽  
Bedside Teaching ◽  
Clinical Nursing

Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p < 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p > 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.

scholarly journals Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

2020 ◽  
Author(s):  
Caroline Rose Paul ◽  
Alanna Higgins Joyce ◽  
Gary Beck Dallaghan ◽  
Meg Keeley ◽  
Corinne Lehmann ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Online Survey ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Acute Otitis Media ◽  
The United States ◽  
Direct Patient Care ◽  
Barriers To Teaching

Abstract Background Acute otitis media (AOM) is the most frequent indication for antibiotic treatment of children in the United States. Its diagnosis relies on visualization of the tympanic membrane, a clinical skill acquired through a deliberate approach. Instruction in pediatric otoscopy begins in medical school. Medical students receive their primary experience with pediatric otoscopy during the required pediatric clerkship, traditionally relying on an immersion, apprentice-type learning model. A better understanding of their preceptors’ clinical and teaching practices could lead to improved skill acquisition. This study investigates how pediatric preceptors (PP) and members of the Council on Medical Student Education in Pediatrics (COMSEP) perceive teaching otoscopy. Methods A 30-item online survey was administered to a purposeful sample of PP at six institutions in 2017. A comparable 23-item survey was administered to members through the 2018 COMSEP Annual Survey. Only COMSEP members who identified themselves as teaching otoscopy to medical students were asked to complete the otoscopy-related questions on the survey. Results Survey respondents included 58% of PP (180/310) and 44% (152/348) of COMSEP members. Forty-one percent (62/152) of COMSEP member respondents identified themselves as teaching otoscopy and completed the otoscopy-related questions. The majority agreed that standardized curricula are needed (PP 78%, COMSEP members 97%) and that all graduating medical students should be able to perform pediatric otoscopy (PP 95%, COMSEP members 79%). Most respondents reported usefulness of the American Academy of Pediatrics (AAP) AOM guidelines (PP 95%, COMSEP members 100%). More COMSEP members than PP adhered to the AAP’s diagnostic criteria (pediatric preceptors 42%, COMSEP members 93%). The most common barriers to teaching otoscopy were a lack of assistive technology (PP 77%, COMSEP members 56%), presence of cerumen (PP 58%, COMSEP members 60%), time to teach in direct patient care (PP 46%, COMSEP members 48%), and parent anxiety (PP 62%, COMSEP members 54%). Conclusions Our study identified systemic and individual practice patterns and barriers to teaching pediatric otoscopy. These results can inform education leaders in supporting and enabling preceptors in their clinical teaching. This approach can be adapted to ensure graduating medical students obtain intended core clinical skills.

scholarly journals TECHNOLOGY DRIVEN TEACHING HOSPITAL

2016 ◽  
Vol 23 (10) ◽  
pp. 1171-1177
Author(s):  
Rahmatullah Khan ◽  
Ashfaq Akram ◽  
Farzana Rizwan ◽  
Zahedi Daud ◽  
Md Gapar Md Johar
Keyword(s):  
Present Article ◽  
Teaching Hospital ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Teaching Hospitals ◽  
Bedside Teaching ◽  
Resource Constrained ◽  
Potential Benefits

Bedside teaching is the heart of clinical teaching in a medical programme.Most of times, it is conducted inside the ward which hinders the privacy of patientsand enhances the disturbance of other inpatients. In resource constrained countries,a teaching hospital serves for multiple medical schools. It is major challenge toprovide satisfactory clinical teaching to students of multiple medical schools becauseof shortage of teaching hospitals in those countries. The present article presents aproposal to enhance clinical teaching for multiple medical schools being attached toa single teaching hospital. Its template and potential benefits are discussed.

scholarly journals Medical Student Appraisal

2013 ◽  
Vol 04 (02) ◽  
pp. 201-211 ◽  
Author(s):  
T.M. Markman ◽  
P.J. Sampognaro ◽  
S.L. Mitchell ◽  
S.R. Weeks ◽  
S. Khalifian ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Patient Education ◽  
Mobile Applications ◽  
New Technology ◽  
Clinical Care ◽  
Bedside Teaching ◽  
Evaluation Period ◽  
The Past ◽  
New Applications

SummaryBackground: Medical students are often afforded the privilege of counselling patients. In the past resources were limited to pen and paper or anatomic models. The evolution of mobile applications allows for limitless access to resources that facilitate bedside patient education.Objectives: To evaluate the utility of six applications in patient education and promote awareness of implementing mobile resources in clinical care.Methods: Six medical students rotating on various clerkships evaluated a total of six mobile applications. Strengths, limitations, and suggested uses in clinical care were identified. Applications included MeditoonsTM, VisiblePatientTM, DrawMDTM, CardioTeachTM, Visual AnatomyTM, and 360° Patient Education SuiteTM. Data was generated from narrative responses supplied by each student during their evaluation period.Results: Bedside teaching was enhanced by professional illustrations and animations depicting anatomy and pathophysiology. Impromptu teaching was facilitated, as resources were conveniently available on a student’s smartphone or tablet. The ability to annotate and modify images and subsequently email to patients was an extraordinary improvement in provider-patient communication. Universal limitations included small smartphone screens and the novelty of new technology.Discussion: Mobile applications have the potential to greatly enhance patient education and simultaneously build rapport. Endless opportunities exist for their integration in clinical practice, particularly for new diagnoses, consent for procedures, and at time of discharge. Providers should be encouraged to try new applications and utilize them with patients.Citation: Markman TM, Sampognaro PJ, Mitchell SL, Weeks SR, Khalifian S, Dattilo JR. Medical student appraisal: Applications for bedside patient education. Appl Clin Inf 2013; 4: 201–211http://dx.doi.org/10.4338/ACI-2013-01-R-0007

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