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 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 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 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 Current status of faculty development in under graduate medical education of Bangladesh

2017 ◽  
Vol 8 (2) ◽  
pp. 2-6
Author(s):  
Shamima Rahman ◽  
Soofia Khatoon ◽  
Mossammat Nigar Sultana ◽  
Farhana Noman ◽  
Sayed Golam Samdani
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Journal Club ◽  
Cross Sectional Study ◽  
Current Status ◽  
Teaching Methodology ◽  
Related Activity ◽  
Development Activity ◽  
Cross Sectional ◽  
Self Administered Questionnaire

This descriptive cross sectional study was carried out to determine the current status of faculty development in undergraduate medical education of Bangladesh. This study was carried out in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. The present study had a semi-structured self-administered questionnaire for individual teacher. Total 181 teachers responded to the questionnaire. 56% of teachers said that faculty development activities were regularly conducted. About duration of faculty development activity 74% of teachers said it was 1-3 days duration. 42% of the teachers said faculty development activity conducted once in a week and 39% said occasional conduction of faculty development activity in their institute About the type of faculty development activity clinical meeting was commonest (65%), related to medical education (48%) and related to research (53%). About the topics of medical education related activities were teaching methodology (46%), assessment (32%). Research related activities were journal club (91%) and research methodology (67%). Faculty development activity was conducted through teachers association (53%) and medical education unit (50%). In conclusion some parts of FD activity are present in most of the colleges like clinical meeting, few medical education related session, and research related activity. For upgrading of medical education faculty development programme should be conducted regularly, monitoring of present programme and development of qualified resource person should be ensured.Bangladesh Journal of Medical Education Vol.8(2) 2017: 2-6

scholarly journals Audio Visual Aids-Quality Use in Lecture Classes of Undergraduate Medical Education in Bangladesh

2017 ◽  
Vol 28 (2) ◽  
pp. 48-51
Author(s):  
Md Sajedul Haque ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Effective Teaching ◽  
Undergraduate Medical Education ◽  
Cross Sectional Study ◽  
Visual Aids ◽  
Sectional Study ◽  
Learning Session ◽  
Cross Sectional ◽  
Different Types ◽  
Teaching Learning

This descriptive type of cross sectional study was conducted to explore the use of AV aids in undergraduate medical education in 7 government & 5 non-government medical colleges of Bangladesh by convenient sampling. Sixty (60) lecture classes were observed to estimate the proportion of the uses of different AV aids & to identify the quality use of different types of AV aids by observation checklists. Views were also taken from 20 teachers regarding the quality use of different types of AV aids by open ended questions. Study revealed that 20% teachers used CB/WB, 15% used OHP and 65% used PPT. Most of the CB/WB & PPT users maintained the quality use of these media but not OHP. Readability and legibility of handwriting or text of all media were acceptable in 78% lectures but it was 33% in OHP lectures. Students' attention was also less in OHP. Regarding number of words per acetate sheet/slide, only 33% OHP lectures met the standard criteria & 72% PPT slides met this criterion. In open ended questions, 25% teachers choose CB/WB, 10% Choose OHP and 65% choose PPT. Study recommended that use of clean, multi-color and good quality chalk/marker & board/screen are essential for effective teaching learning session. Adequate lighting, AC lecture class/gallery, proper sound systems & training on different AV aids are also needed to standardize the quality use of AV aids in lecture classes.Medicine Today 2016 Vol.28(2): 48-51

scholarly journals Opinion of policy makers regarding the need of 'global accreditation' of undergraduate medical education in Bangladesh

2017 ◽  
Vol 7 (2) ◽  
pp. 9-16
Author(s):  
Suraya Begum ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Health And Safety ◽  
Accreditation Body ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Key Informants ◽  
Global Standards ◽  
Long Time ◽  
Medical Colleges

Accreditation of undergraduate medical education has been practicing worldwide in developed and developing countries. Fundamental ideas of this program is to ensure incorporation of ongoing global developments, evidence based scientific study and maintenance of minimum basic standard in education for population health and safety. WHO and WFME have been addressing for global standards in medical education and global accreditation of medical institutes for long time. Worldwide many countries have been responded to this call of global accreditation of medical colleges and medical education with their own context and experiencing benefits This exploratory cross sectional study has been conducted during the period of july-2014 to june-2015 to explore the opinion from key informants of medical education and views from young medical graduates. Data were collected from twenty one in-depth interviewee. Key informants stressed the necessity of an autonomous constitutional national independent accreditation body, faculty development and teacher evaluation, basic minimum resources in all listed medical colleges. Study recommended to accelerate the activities to establish national accreditation body for undergraduate medical education which will make way to achieve global accreditation in Bangladesh in coming future.Bangladesh Journal of Medical Education Vol.7(2) 2016: 9-16

scholarly journals Teamwork in medical education: are medical students team workers?

2021 ◽  
Author(s):  
Anke Boone ◽  
Mathieu Roelants ◽  
Karel Hoppenbrouwers ◽  
Corinne Vandermeulen ◽  
Marc Dubois ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Educational Process ◽  
First Year ◽  
Design Data ◽  
Cross Sectional ◽  
Policy Makers ◽  
Medical Educators ◽  
Cross Sectional Design ◽  
Implicit Curriculum

Abstract Introduction. Despite the increasing importance of teamwork in healthcare, medical education still puts great emphasis on individual achievements. The purpose of this study is to examine medical students’ team role preferences, including the association with gender and specialty; and to provide implications for policy makers and medical educators. Methods. We used an exploratory methodology, following a repeated cross-sectional design. Data was collected from first year master students in medicine (n=2293) during five consecutive years (2016 – 2020). The Belbin Team Role Self Perception Inventory (BTRSPI) was used to measure medical students’ self-perceptions of their team role. Results. The Team Worker was the most preferred team role among medical students (35.8%), regardless of study year, gender or specialty. Female and male students had similar team role patterns, although female students scored higher on Team Worker (40.4% vs. 29.1%, p < 0.001) and Completer-Finisher (14.0% vs. 8.0%, p < 0.001). Conclusions. Our findings are encouraging due to the increased importance of interdisciplinary collaborations in healthcare. Nevertheless, policy makers and medical educators should prioritize teamwork skills at all stages (i.e. admission to residency) and levels (i.e. in the explicit and implicit curriculum) to ensure their continued development throughout the educational process.

scholarly journals Quality of Teaching-learning in Undergraduate Medical Education in Bangladesh - Views of Stakeholders

2020 ◽  
Vol 11 (2) ◽  
pp. 34-42
Author(s):  
Md Nizam Uddin ◽  
AKM Asaduzzaman ◽  
Md Humayun Kabir Talukder ◽  
Susane Giti
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Science Communication ◽  
Clinical Teaching ◽  
Sampling Technique ◽  
Total Sample ◽  
Second Phase ◽  
Behavioural Science ◽  
Cross Sectional

This descriptive type of cross-sectional study was carried out in 4 government and 4 non-government medical colleges of Bangladesh to assess the quality of undergraduate medical education. The study was conducted during the period of July 2018 to June 2019. The total sample size was 576, out of which there were 440 fifth year medical students, 114 clinical teachers and 22 Key informants. Convenience sampling technique was adopted. Two self - administered semi- structured questionnaires and one in-depth-interview schedule were utilized for the study. The study revealed that there was shortage of teaching staffs and infrastructure facilities. However numbers of hospital beds, indoor and outdoor patients were found to be sufficient. Study revealed that most of the students learned to take history, examine the patients; but had difficulties to make a provisional diagnosis. The clinical teaching in evening session was found to be neglected. Teachers could not ensure students’ learning of optimum skills and attitude. The study recommended reviewing the curriculum. Course burden should be reduced by removing redundant contents. The subjects namely Pathology, Microbiology and Pharmacology need to be rearranged to shift those to second phase. Emphasis is required to be given on behavioural science, communication skills and medical ethics. Bangladesh Journal of Medical Education Vol.11(2) 2020: 34-42

scholarly journals Group mentorship for undergraduate medical students—a systematic review

2020 ◽  
Vol 9 (5) ◽  
pp. 272-280
Author(s):  
Elise Pauline Skjevik ◽  
J. Donald Boudreau ◽  
Unni Ringberg ◽  
Edvin Schei ◽  
Terese Stenfors ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Group Mentoring ◽  
Ovid Medline ◽  
Mentorship Programs ◽  
Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

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