Bedside Teaching and Respecting the Pediatric Patient: A Response to Verpaelst

Touyz, Sarah J.J.

doi:10.7202/1035500ar

Cited by 2 publications

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“…The story of Frank Verpaelst highlights the primacy of the need for recognition that is inherent to the doctor/patient encounter, whether in the context of teaching, research or care. -pour participer à ce genre d'activité pédagogique [3]. Elle fait valoir qu'en ne prenant pas en compte l'absence de désir de l'enfant de participer à cette activité, les médecins ont porté atteinte à son autonomie et manqué au respect de sa dignité.…”

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La reconnaissance d’autrui comme prérequis à toute forme de consentement et d’assentiment : une réponse à Verpaelst et Touyz

Couture

2016

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La reconnaissance d’autrui comme prérequis à toute forme de consentement et d’assentiment : une réponse à Verpaelst et Touyz

Couture

2016

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“…Doctors and parents cannot rely on the concept of parental consent alone. If they do so, and are not fully aware of the children's emotional needs and well‐being, they may cause harm …”

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confidence: 99%

Parents’ perceptions of bedside teaching

Khoo

Parameshwara

Kutzsche

2018

The Clinical Teacher

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Summary Background Bedside teaching (BST) in a hospital setting can play an important role during medical students’ clinical placements in paediatrics. Parents often feel obliged to allow their child to participate, even if they are reluctant. The aim of this study was to examine the perceptions of parents who, with their children, were involved in medical students’ BST. Methods Consenting parents participated in a semi‐structured interview assessing their experience of having their child involved in BST. The qualitative data were analysed using thematic analysis. Parents were assured that their children's treatment would not be negatively affected in the case of withdrawal from the study. Results A total of 54 parents responded and discussed their experience of their children's participation in clinical teaching. The majority of parents were keen to support medical students’ learning, and felt that they could develop better insight into their child's health in association with the teaching session. Some parents found the sessions tiring; their interest increased when they were more actively involved in planning the BST sessions. Discussion This study emphasises children's and adolescents’ autonomy as a main principle in making decisions about involving them in BST. Clinical teachers often face problems attempting to properly plan and conduct BST sessions. Parents appreciate having an active role in planning the sessions and are supportive of medical student education. Clinical teachers must ensure that they protect the best interests of paediatric patients and their parents. At the same time, they should advocate for the obvious benefits of BST.

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Bedside Teaching and Respecting the Pediatric Patient: A Response to Verpaelst

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Cited by 2 publications

References 3 publications

La reconnaissance d’autrui comme prérequis à toute forme de consentement et d’assentiment : une réponse à Verpaelst et Touyz

La reconnaissance d’autrui comme prérequis à toute forme de consentement et d’assentiment : une réponse à Verpaelst et Touyz

Parents’ perceptions of bedside teaching

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