Structure and quality of bedside teaching: A videographic analysis

Blaschke, Anna-Lena; Hapfelmeier, Alexander; Rubisch, Hannah P. K.; Berberat, Pascal O.; Gartmeier, Martin

doi:10.1080/0142159x.2023.2289860

Cited by 2 publications

(2 citation statements)

References 38 publications

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“…Blaschke et. al proved that, despite the reported decrease of bedside teaching, it remains a crucial element of undergraduate teaching they indicated that multiple patients should be included, increasing the chances to examine them and obtain essential skills [24].…”

Section: Discussionmentioning

confidence: 99%

Is Geriatric Medicine Teaching Homogeneous? The Analysis of Geriatric Medicine Courses at Polish Undergraduate Medical Programmes.

Kupis,

Perera,

Targowski

et al. 2024

Preprint

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Purpose We aimed to analyse the characteristics of geriatric courses offered to undergraduate medical students in higher educational institutions (HEIs) in Poland. Methods We searched the official websites of the HEIs offering the medical degree programmes and we directly contacted the dean’s offices and HEIs representatives to retrieve the relevant information. The documents were analysed for course content, teaching methods, duration, and recommended texts. We also checked the obtained curricula for the reference to of the learning objectives (LOs) related to geriatric medicine, selected from the currently endorsed Polish educational standards (ES) provided by the Ministry of Science and Higher Education. Results Geriatric medicine courses were obligatory at all included HEIs (n=19), but the courses differed in structure and content. The courses varied in duration from 11 to 60 hours and were primarily lecture-based. Simulation was utilized at only one HEI and e-learning at two institutions. Out of 315 LOs, we acknowledged only 9 as geriatric. They were not always found in all curricula. Two HEIs included self-described LOs in their curricula. Across all HEIs a total of 29 recommended texts (published between 1995 and 2021) were identified, including 2 English-language texts. Conclusion Geriatric medicine was a mandatory subject for medical students of the included HEIs. However, there was a lack of uniformity in the offered courses. This leaves room for the development of a unified undergraduate geriatrics curriculum to effectively address diverse geriatric issues. The importance of this matter is highlighted by demographic trends and workforce challenges.

show abstract

Section: Discussionmentioning

confidence: 99%

Is Geriatric Medicine Teaching Homogeneous? The Analysis of Geriatric Medicine Courses at Polish Undergraduate Medical Programmes.

Kupis,

Perera,

Targowski

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Blaschke et Al. proved that, despite the reported decrease of bedside teaching, it remains a crucial element of undergraduate teaching and indicated that multiple patients should be included, increasing the chances to examine them and obtain essential skills [25].…”

Section: Tablementioning

confidence: 99%

Is geriatric medicine teaching homogeneous? The analysis of geriatric medicine courses at Polish undergraduate medical programmes

Kupis,

Perera,

Targowski

et al. 2024

Eur Geriatr Med

View full text Add to dashboard Cite

Purpose We aimed to analyse the characteristics of geriatric courses offered to undergraduate medical students in higher educational institutions (HEIs) in Poland. Methods We searched the official websites of the HEIs offering the medical degree programmes and directly contacted the dean’s offices and HEIs representatives to retrieve the relevant information. The documents were analysed for course content, teaching methods, duration, and recommended texts. We also checked the obtained curricula for the reference to of the learning objectives related to geriatric medicine, selected from the currently endorsed Polish educational standards (ES) provided by the Ministry of Science and Higher Education. Results Geriatric medicine courses were obligatory at all included HEIs (n = 19), but the courses differed in structure and content. The courses varied in duration from 11 to 60 h and were primarily lecture based. Simulation was utilized at only one HEI and e-learning at two institutions. Out of 315 learning objectives, we acknowledged only 9 as geriatric. They were not always found in all curricula. Two HEIs included self-described learning objectives in their curricula. Across all HEIs, a total of 29 recommended texts (published between 1995 and 2021) were identified, including 2 English-language texts. Conclusion Geriatric medicine was a mandatory subject for medical students of the included HEIs. However, there was a lack of uniformity in the offered courses. This leaves room for the development of a unified undergraduate geriatrics curriculum to effectively address diverse geriatric issues across Europe. The importance of this matter is highlighted by demographic trends and workforce challenges.

show abstract

Structure and quality of bedside teaching: A videographic analysis

Cited by 2 publications

References 38 publications

Is Geriatric Medicine Teaching Homogeneous? The Analysis of Geriatric Medicine Courses at Polish Undergraduate Medical Programmes.

Is Geriatric Medicine Teaching Homogeneous? The Analysis of Geriatric Medicine Courses at Polish Undergraduate Medical Programmes.

Is geriatric medicine teaching homogeneous? The analysis of geriatric medicine courses at Polish undergraduate medical programmes

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