Bedside Teaching(aka Teaching With the
Patient Present!)
Bedside Teaching - Objectives
By the end of this session, the learner will be able to:Provide a definition of bedside teachingList advantages and disadvantages of incorporating
bedside teaching into work roundsDescribe the three key steps required for effective
bedside teachingDiscuss the integration of bedside teaching into work &
attending rounds
Bedside Teaching
“In what may be called the natural method of teaching, the student begins with the patient, continues with the patient and ends his study with the patient, using books and lectures as tools, as means to an end. …”
What is Bedside Teaching (Not)?Not synonymous with work rounds
or attending rounds, but can be used as a tool for both
Not conference room rounds, hallway rounds, or “door-jamb” rounds
What is Bedside Teaching?An experience at the bedside of a patient
where both the patient and student can learn simultaneously
The term “bedside” can be broadened to include the outpatient setting, or any other setting where patient-physician interaction occurs
Three Steps for Effective Bedside Teaching
1. Planning the Bedside Teaching Session
2. The Bedside Teaching Session
3. Debriefing after the Bedside Teaching Session
Planning the Bedside Teaching Session
The Bedside Teaching Session1. Focus on sensory experiences
not discussions about differential diagnoses
2. Review aspects of obtaining medical history or demonstrating physical examination
The Bedside Teaching Session
1. Involve the patients and family
2. Model professionalism and ethical behaviour
3. Ask questions to probe higher-level learner, not just recall
4. Say “thank you” to the patient
Debriefing after the Bedside Teaching Session
Faculty Member (superviser)
Plan for immediate feedback to learners
Create a non-threatening environment so that feedback can be received by learners
Review process (what worked and what didn’t?)
Debriefing after the Bedside Teaching Session
With the learner review: findings (what did you observe?) insights (what does it mean?) objectives (what did you learn?) questions (what still needs to be learned?)
Reflect on what has been learned and how to apply it to the next encounter
Model of Bedside Teaching
Janicik and Fletcher, (2003) Teaching at the bedside: a new model, Medical Teacher, Vol. 25, No. 2, 2003, pp. 127–130
Thank You!
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