Good bedside teaching on secondary care placement: The student perspective

Abstract

BackgroundStudents' experience of bedside teaching (BST) on clinical placement has significantly decreased, with a shift in teaching away from the bedside. The educational value of teaching on ward rounds (WRs) has also been debated.ObjectiveThis research considered what constitutes good BST from the student perspective; guidance to support clinician teachers was produced.MethodsSemi‐structured interviews were conducted with 10 second‐year students and 10 fourth‐ and fifth‐year students studying at Leeds Medical School. Data were analysed using thematic analysis.FindingsWe identified four themes: (1) benefits of early clinical experience, (2) qualities of good clinical teachers, (3) shift in preference from structured to opportunistic learning and (4) increased valuing of the WR as a site of learning.ConclusionThe structure of BST should be adapted to the learners' stage of training with a graduated approach, from a structured preparation for observation to authentic, observed participation with feedback. Students' early lack of clinical knowledge makes it difficult to meaningfully observe and partake in ward activities. During early clinical experience, good teaching is perceived as structured and supported by the clinician. As learners progress, they are better able to engage in opportunistic learning, which actively involves them in patient care. They also valued structured teaching and feedback. While patient contact should be supervised, a more participatory, observed and feedback‐driven approach should be adopted in the later years. Teaching must address both knowledge and skills required to be a doctor; this is facilitated by an active role in patient care.