BEDSIDE TEACHINGBEDSIDE TEACHING

INTRODUCTIONINTRODUCTION Bedside teaching is considered as one of Bedside teaching is considered as one of

the most important methods of teachingthe most important methods of teaching It is the most neglected and most deficientIt is the most neglected and most deficient Many are haphazard, suboptimal, and Many are haphazard, suboptimal, and

lacking intellectual excitementlacking intellectual excitement Communication skills are not usually Communication skills are not usually

addressed in bedside teachingaddressed in bedside teaching Lacks role modeling and students Lacks role modeling and students

supervision supervision

LEARNER OBJECTIVES LEARNER OBJECTIVES

1.1. Acquisition of knowledge & understandingAcquisition of knowledge & understanding2.2. Acquisition of clinical and procedural skillsAcquisition of clinical and procedural skills3.3. Acquisition of good communication skillsAcquisition of good communication skills4.4. Ensures continuity of care from admission to Ensures continuity of care from admission to

discharge of the patientdischarge of the patient5.5. Learner should manage patients in a setting that Learner should manage patients in a setting that

maximizes learning and minimizes risk to the maximizes learning and minimizes risk to the patients (tiredness, dissatisfaction, and harm)patients (tiredness, dissatisfaction, and harm)

6.6. Learner should be familiar with personnel Learner should be familiar with personnel management, cost-effectiveness, and other management, cost-effectiveness, and other attributes (honesty, ethics, dress, etc.)attributes (honesty, ethics, dress, etc.)

TEACHER OBJECTIVESTEACHER OBJECTIVES

1.1. Positive attitude to teaching (motivation)Positive attitude to teaching (motivation)

2.2. Friendly, helpful, and available teacherFriendly, helpful, and available teacher

3.3. Role modelingRole modeling

4.4. Facilitate clinical reasoningFacilitate clinical reasoning

5.5. Demonstrate and supervise routine proceduresDemonstrate and supervise routine procedures

6.6. Evaluate learner’s performance and feedbackEvaluate learner’s performance and feedback

CONT. TEACHER OBJECTIVESCONT. TEACHER OBJECTIVES

7.7. Encouragement of active participation Encouragement of active participation

8.8. Emphasis on applied problem solving Emphasis on applied problem solving

9.9. Integration of basic and clinical sciences Integration of basic and clinical sciences

10.10. Supervision of students performance Supervision of students performance

11.11. Teaching that provide stimulation & Teaching that provide stimulation & challengechallenge

12.12. Patient-oriented, not disease oriented Patient-oriented, not disease oriented

Bedside Teaching Bedside Teaching MethodologyMethodology

1.1. Set your own objectives or planSet your own objectives or plan Consider your own available time, duration Consider your own available time, duration

of bedside teaching, and no. of studentsof bedside teaching, and no. of students Be realistic about what you can achieveBe realistic about what you can achieve Discuss your plan with the students beforeDiscuss your plan with the students before Keep record of cases already discussedKeep record of cases already discussed Discuss with other colleagues your planDiscuss with other colleagues your plan

Cont. MethodologyCont. Methodology2. Provide a good teaching environment2. Provide a good teaching environment Bridging the gap between you & studentsBridging the gap between you & students

Friendly and helpful manner to reduce the Friendly and helpful manner to reduce the natural and inevitable apprehensionsnatural and inevitable apprehensions

Ideal surrounding atmosphere and lightingIdeal surrounding atmosphere and lighting

Cont. MethodologyCont. Methodology

3. Ensure good communication3. Ensure good communication Communication is the basis for learningCommunication is the basis for learning Trust must exist between teacher & student, Trust must exist between teacher & student,

and teacher or student & patientand teacher or student & patient The teacher emphasis on developing the The teacher emphasis on developing the

learner’s sense of competence, self-esteem, learner’s sense of competence, self-esteem, and appropriate responsibilityand appropriate responsibility

Patient’s comfort, trust, assurance of helpPatient’s comfort, trust, assurance of help

Cont. MethodologyCont. Methodology

4. Set a good example (Role Modeling)4. Set a good example (Role Modeling) This can be achieved by students watching This can be achieved by students watching

the teacher talking history, performing the teacher talking history, performing physical examination, and discussing the physical examination, and discussing the outcome and plans with the patientoutcome and plans with the patient

This opportunity is best demonstrated and This opportunity is best demonstrated and consolidated in outpatient clinicsconsolidated in outpatient clinics

Cont. MethodologyCont. Methodology

5. Involve the students5. Involve the students They should have a chance to talk to the They should have a chance to talk to the

patient, perform & demonstrate physical patient, perform & demonstrate physical signs and findingssigns and findings

Present cases and answer questionsPresent cases and answer questions Emphasis of teaching should be bedside Emphasis of teaching should be bedside

and patient-oriented not disease oriented and patient-oriented not disease oriented

Cont. MethodologyCont. Methodology6. Observe the student6. Observe the student Lack of direct observation of student Lack of direct observation of student

interactions with patients is the trendinteractions with patients is the trend Unfortunately, assessment depends on the Unfortunately, assessment depends on the

aspect above, which isn’t usually addressedaspect above, which isn’t usually addressed Teachers should observe students without Teachers should observe students without

interruptions unless necessaryinterruptions unless necessary Provide feedback and corrections in a nice Provide feedback and corrections in a nice

and friendly manner without criticism and friendly manner without criticism

Evaluation of Bedside Evaluation of Bedside TeachingTeaching

1. 1. Formative:Formative:

• PortfoliosPortfolios

2. 2. Summative:Summative:

• Direct observation Direct observation (Long & Short Cases)(Long & Short Cases)

• OSCEOSCE

THANK YOUTHANK YOU