Improving Bedside Teaching: Findings from a Focus Group Study of Learners

Williams, K. N.; Ramani, Subha; Fraser, Bruce; Orlander, Jay D.

doi:10.1097/acm.0b013e3181637f3e

Cited by 151 publications

(194 citation statements)

References 34 publications

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“…13,15,23,24 Our results confirm these findings, and add environmental and logistical challenges to the list of factors that may impede success. The role of the attending physicians and senior residents in managing rounds emerged as the core variable, suggesting that the effectiveness of the manager is critical in educationally effective family-centered rounds.…”

Section: Spectrum Of Educationally Effective Family-centered Bedside supporting

confidence: 79%

Leading Educationally Effective Family-Centered Bedside Rounds

Sandhu¹,

Amin²,

McLaughlin³

et al. 2013

Journal of Graduate Medical Education

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Background Family-centered bedside rounds (family-centered rounds) enable learning and clinical care to occur simultaneously and offer benefits to patients, health care providers, and multiple levels of learners. Objective We used a qualitative approach to understand the dimensions of successful (ie, educationally positive) family-centered rounds from the perspective of attending physicians and residents. Methods We studied rounds in a tertiary academic hospital affiliated with the University of Calgary. Data were collected from 7 focus groups of pediatrics residents and attendings and were analyzed using grounded theory. Results Attending pediatricians and residents described rounds along a spectrum from successful and highly educational to unsuccessful and of low educational value. Perceptions of residents and attendings were influenced by how well the environment, educational priorities, and competing priorities were managed. Effectiveness of the manager was the core variable for successful rounds led by persons who could develop predictable rounds and minimize learner vulnerability. Conclusions Success of family-centered rounds in teaching settings depended on making the education and patient care aims of rounds explicit to residents and attending faculty. The role of the manager in leading rounds also needs to be made explicit.

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Section: Spectrum Of Educationally Effective Family-centered Bedside supporting

confidence: 79%

Leading Educationally Effective Family-Centered Bedside Rounds

Sandhu¹,

Amin²,

McLaughlin³

et al. 2013

Journal of Graduate Medical Education

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“…She teaches educational management in the German MME program. (Skeff et al 1992;Ramani 2003;Lake & Ryan 2004a;Williams et al 2008) Effects of minimal changes to bedside teaching e429…”

Section: Notes On Contributorsmentioning

confidence: 99%

Effects of “minimally invasive curricular surgery” – A pilot intervention study to improve the quality of bedside teaching in medical education

et al. 2009

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Background: Bedside teaching is an important element of undergraduate medical education. However, the impact of curricular course structure on student outcome needs to be determined. Aims: This study assessed changes in fourth-year medical students' evaluations of clinical teaching sessions before and after the introduction of a new course format. Method: The curricular structure of bedside teaching sessions in cardiology was modified without changing the amount of teaching time. Clinical teachers were instructed about the new teaching format and learning objectives. The new format implemented for adult but not paediatric cardiology sessions was piloted with 143 students in winter 2007/08. By computing effect sizes, evaluation results were compared to data obtained from 185 students before the intervention. Results: Significant rating increases were observed for adult cardiology teaching sessions (Cohen's d ¼ 0.66) but not paediatric cardiology sessions (d ¼ 0.22). In addition to improving the structure and organization of the course, the intervention significantly impacted on students' perceptions of their learning outcome regarding practical skills (d ¼ 0.69). Conclusions: Minimal curricular changes combined with basic faculty development measures significantly increase students' perception of learning outcome. Curricular structure needs to be considered when planning bedside teaching sessions in medical undergraduate training.

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“…The specific method adopted in this programme, the small group bedside tutorial, although well-known to be an essential part of undergraduate medical education, has been shown to be underutilised 10 and is the teaching method most threatened by the increasing pressure on medical educators that we are currently facing.…”

Section: Discussionmentioning

confidence: 99%