scholarly journals Current practice of bedside teaching in undergraduate medical education of Bangladesh

2017 ◽  
Vol 4 (1) ◽  
pp. 2-7
Author(s):  
Jobaida Sultana ◽  
Iffat Ara ◽  
Humayun Kabir Talukder ◽  
Md Manir Hossain Khan
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Group Dynamics ◽  
Physical Environment ◽  
Active Participation ◽  
Educational Process ◽  
Bedside Teaching ◽  
Patient Teaching ◽  
Teaching Tasks ◽  
The Mean

Introduction: Bedside teaching is the cornerstone of clinical teaching for the health professions. Different strategies have emerged to make it more effective. Many of the environments and opportunities available for bedside teaching and learning have changed.Methodology: This was a descriptive type of cross sectional study conducted in seven (three public and four private) medical colleges in Bangladesh over a period from July 2012 to June 2013 to determine the ways of conduction of bedside teaching in undergraduate medical education of Bangladesh. Total 30 Bedside teaching (BST) sessions conducted in the ward in Obstetrics and Gynaecology departments were observed by researcher herself and data was collected in a structured check list by using 5 points rubric (1-lowest quality, 5-highest quality). The checklist had four main sections- physical environment of bedside sessions, issues regarding patient's comfort and attitude towards patient, teaching tasks and group dynamics. Each section had a number of items and total 27 items were observed. For each variable frequency distribution, mean score and standard deviation (SD) were calculated.Here mean score 5- no need of further improvement, as it covered all the required criteria, 4- very minimum effort, 3- some effort, 2= moderate effort, 1= considerable efforts are needed to fulfill the required criteria.Result: Among physical environment factors the mean score of temperature, noise, space, teacher-student ratio were >2 but <3 and for light the mean score was >3 but <4. Among the issues regarding patient's comfort and attitude toward patient the mean scores on introducing everyone to the patient, maintaining privacy, explaining findings to the patient, genuine encouraging closure were >1 but <2 and on taking consent from the patient, showing appropriate attitude toward patient, teaching based on data about that patient were >2 but <3. Among teaching tasks the mean score on supervision of student during history taking, giving chance to practice the skills of the session, summarizing the session were >1 but <2 and on selection of the patient, supervision of student during physical examination, giving feedback, acting as a role model in physician- patient interactions, duration of the classes were >2 but <3 and on assisting a student during practicing a skill when needed, asking students to apply clinical reasoning skills were >3 but <4. Among group dynamics the mean score on active participation of the students and setting tasks for individual student were >1 but <2 and on setting goals for the group at the beginning of the class and setting time limit for every task were >2 but <3 and on active participation of the patients were >3 but <4.Conclusion: In all aspects of bed side teaching minimum to considerable efforts are necessary to make it more effective. A bedside teacher must know the importance of comfortable physical environment in learning and must learn how to involve patients and learners in the educational process, so faculty development is essential.Bangladesh Journal of Medical Education Vol.4(1) 2013: 2-7

scholarly journals Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

2017 ◽  
Vol 35 (4) ◽  
pp. 163-169
Author(s):  
Jobaida Sultana ◽  
Iffat Ara ◽  
Md Humayun Kabir Talukder ◽  
Md Manir Hossain Khan ◽  
Mahmuda Sultana ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Group Dynamics ◽  
Physical Environment ◽  
Educational Process ◽  
Current Status ◽  
Bedside Teaching ◽  
Cross Sectional ◽  
Obstetrics And Gynaecology ◽  
Teaching Tasks

Introduction: Bedside teaching is the core teaching strategy in the clinical study in undergraduate medical education of Bangladesh. Many of the environments and opportunities available for bedside teaching and learning have changed. Students’ views about current status of bed side teaching in Obstetrics and Gynaecology was studied in this study.Methodology: This was a cross sectional study conducted in seven (three public and four private) medical colleges in Bangladesh from July 2012 to June 2013. A total 578, 5th year MBBS students were enrolled who have completed at least 15 days of bedside teaching in Obstetrics and Gynaecology department. A self-administered structured questionnaire (Annex 1) with a five point Likert scale (1- strongly disagree, 5-strongly agree) was used for obtaining information from the students. The questionnaire had four main sections- physical environment of bedside sessions, issues regarding patient’s comfort and attitude towards patient, teaching tasks, group dynamics and there was a space to write any other comments. Each section had a number of items and total 25 items were observed. For each variable frequency distribution, mean score and standard deviation (SD) were calculated. Here mean score 5- no need of further improvement, as it covered all the required criteria, 4 to <5- very minimum effort, 3 to <4- some effort, 2 to <3= moderate effort, 1to <2= considerable efforts are needed to fulfill the required criteria.Result: The overall mean score on physical environment factors was 2.75(.44), issues regarding patient’s comfort and attitude toward patient was 3.74(.48), teaching tasks was 3.12(.45) and group dynamics was 3.08(.21).Conclusion: In all aspects of bed side teaching minimum to moderate efforts are necessary to make it more effective. The administrators and teachers should ensure comfortable physical environment in bedside teaching and must learn how to involve patients and learners in the educational process. So along with training on general principles of teaching, the clinical teachers should be provided with special training on bedside teaching skills.J Bangladesh Coll Phys Surg 2017; 35(4): 163-169

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.

scholarly journals Present status of laboratory teaching in the department of Pathology of undergraduate medical education in Bangladesh

2017 ◽  
Vol 7 (1) ◽  
pp. 20-24
Author(s):  
S Giti ◽  
S Khatoon ◽  
MHK Talukder ◽  
KK Alam ◽  
T Nargis ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Present Status ◽  
Practical Work ◽  
Actual Problem ◽  
Pathology Department ◽  
Laboratory Teaching ◽  
The Mean ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Effective laboratory teaching and practical work has an important and time-honored place in the education of students and researchers. The main principle underlying laboratory work is that students learn effectively through doing practical tasks (learning by doing). The laboratory courses offer students the opportunity to gain manipulative skills, observational skills, and the ability to plan experiments and to interpret experimental data.Justification: There is less involvement and less active participation in the pathology practical classes by the students. Little has been published about the actual problem. Therefore this study was designed to investigate the ways of conduction of laboratory teaching in different medical colleges of Bangladesh.Objectives: The aim of this study was to explore the present status of laboratory teaching in the department of Pathology of undergraduate medical education in Bangladesh.Materials and methods: This descriptive cross sectional study was carried out to determine the ways of conduction of laboratory teaching in Pathology department of undergraduate medical education in Bangladesh. The study was carried out in Eleven (Five Government and Six Non- Government) medical colleges in Bangladesh over a period from July 2014 to June 2015 by adopting convenience sampling. ‘Triangulation’ technique was used in this study to ensure the validity and reliability of research findings. For each variable of structured observation and structured questionnaires, the mean score was calculated.Results: From observation of the study, it was found that among physical environment factors, the mean score of seating arrangement, space available for practical work in the class and teacher student ratio were >3 but <4. Regarding teaching methods, the mean scores on different items were >2 but <3. Similarly the mean scores on group activities and laboratory safety measures items were >2 but <3. Mean score on teachers’ abilities were just 3. Students’ were unhappy with available space for their practical work, inadequate sitting arrangement, insufficient number of teaching learning materials especially reduced number of microscopes, other instruments and photomicrograph and the mean scores were just around 3. Though the teachers were satisfied with their teaching abilities but admitted failure in integrating the class with other subjects. The majority of items showed that the teachers rated themselves as more frequently engaging in standards-based behaviours than the students rated them and the mean scores were around 4 and >4but <5.Conclusions: The findings revealed a gloomy picture of existing teaching learning situation in Pathology department of undergraduate medical education in Bangladesh from observer’s and students’ perspective. Findings from this study may give guideline to curricular planner and faculties/administrators of medical college for further improvement of laboratory teaching.Bangladesh Journal of Medical Education Vol.7(1) 2016: 20-24

scholarly journals Perceptions and comparison of bedside teaching among final year students of public and private medical colleges of Peshawar

2021 ◽  
Vol 3 (1) ◽  
pp. 38-42
Author(s):  
Humera Adeeb ◽  
Brekhna Jamil ◽  
Ihsan Ullah ◽  
Muhammad Junaid Khan
Keyword(s):  
Medical Education ◽  
Physical Environment ◽  
Cross Sectional Study ◽  
Bedside Teaching ◽  
Teaching Session ◽  
Cross Sectional ◽  
Public And Private ◽  
Medical College ◽  
Significant Difference ◽  
Medical Colleges

Abstract Introduction: Bedside teaching is an important but declining strategy in medical education. The regulatory authority’s insistence on structure of an institute needs be supplemented with quality of bedside teaching. The objective of this study was to find perceptions and compare bedside teaching among students of public and private medical colleges of Peshawar. Methods: A cross-sectional study was conducted at four medical colleges of Peshawar during the month of February 2020. A Likert scale tool with 30 items and four subscales; physical environment, patient’s comfort and student attitude, teaching session and teaching fellow was filled by 242 students. Mean score for each question and each subscale was calculated for each institute for perceptions. Mean score of two public and two private institutes for each subscale was compared by unpaired t-test. Results: Physical environment mean score was highest at Khyber Girls Medical College Peshawar (2.97±0.50). Patients’ comfort and students’ attitude mean score was approximately equal in four institutes. In teaching session, the highest mean score was reported by Khyber Girls Medical College and was lowest by Khyber Medical College. For teaching fellow, mean score was highest at Khyber Girls Medical College (3.70±0.67) and lowest at Kabir Medical College (2.85±0.55). For physical environment (public 2.87±0.48 vs. private 2.59±0.60) and teaching fellow scale (public 2.87±0.48 vs. private2.59±0.60) there was highly significant difference (p=0.0001). Conclusion: Mean score in four subscales are comparable in four institutes with some variation but there are significant differences between public and private institutes in physical environment and teaching fellow subscales. There are some consistencies and conflicts with regional and international literature. This needs in-depth qualitative exploration. Bedside teaching, Medical education, Perception, Physical environment, Teaching session, Teaching fellow

scholarly journals Effects of Hidden Curriculum on Students' Learning in Undergraduate Medical Education in Bangladesh Students' Views

2018 ◽  
Vol 9 (1) ◽  
pp. 2-6
Author(s):  
Md Rahimgir ◽  
Md Ahsan Habib ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Hidden Curriculum ◽  
Male Students ◽  
Cultural Norms ◽  
Depth Of Knowledge ◽  
Social Class Difference ◽  
The Subject ◽  
The Mean ◽  
Do So

The present study was conducted amongst fourth and fifth year MBBS students of six medical colleges (4 govt. & 2 nongovt.) of Bangladesh to study their views regarding hidden curriculum and its effects on students learning in undergraduate medical education. A total of 637 students were included in the study. Out of 637 students, 393(61.7%) were female and 244(38.3%) male students. Three hundred and fifty (54.95%) were from fourth year and 287(45.05%) students were from fifth year MBBS. Most of the students (96.7%) agreed that teachers' good behavior with students influences students' active participation in the class. The mean score was highly satisfactory(mean 4.68 ± 0.643). Of the total responded students, 58.9% strongly agreed that teachers' good behavior with parents influences students to do the same, and mean score was highly satisfactory. More than 87% agreed that teachers' good behavior with colleagues influence students to do so. The mean score was 4.40 ± 0.730 and it was also highly satisfactory. Around 70% of the students strongly agreed that teachers' good behavior with the patients and attendances influences students to maintain similar behavior and attitude with the patients and attendances. The mean score was 4.64 ± 0.643. As per views' of the students, teachers' depth of knowledge, devotion to the work, interest in the subject, honesty, fairness, teachers' language and art of expression also affects students learning. The mean score was more than four as opined by the students in favor of institutional educational environment, cultural norms, values, traditions all of which can affect students' learning. Teachers' humiliation of the students, gender discriminations, social class difference, and students' politics in the institutes all can affect students' learning badly. After data analysis it was observed that many of the hidden factors normally exists in the institutes that affect students' learning positively and others affect negatively.Bangladesh Journal of Medical Education Vol.9(1) 2018: 2-6

Evaluation in undergraduate medical education: Conceptualizing and validating a novel questionnaire for assessing the quality of bedside teaching

2017 ◽  
Vol 39 (8) ◽  
pp. 820-827 ◽  
Author(s):  
Katharina Dreiling ◽  
Diego Montano ◽  
Herbert Poinstingl ◽  
Tjark Müller ◽  
Sarah Schiekirka-Schwake ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Bedside Teaching

Evaluation of undergraduate medical education in Finnish community-oriented and traditional medical faculties: a 10-year follow-up

2000 ◽  
Vol 34 (12) ◽  
pp. 1016-1018 ◽  
Author(s):  
Harri Hyppola ◽  
Esko Kumpusalo ◽  
Irma Virjo ◽  
Kari Mattila ◽  
Liisa Neittaanmaki ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Faculties
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