Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Sultana, Jesmin; Ara, Iffat; Talukder, Humayun Kabir; Khan, Manir Hossain; Sultana, Mahmuda; Munira, Serajoom

doi:10.3329/jbcps.v35i4.34735

Cited by 3 publications

(5 citation statements)

References 18 publications

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“…Highest mean score among 4 domains was for patient’s comfort and attitude towards patient (3.87) and only stem with less than three score was failure to explain findings to patient (2.91). Similar student’s feedback was noted by Sultana J et al 17 She believes that high scores in domain of student’s attitude towards patients depicts their inability to be impartial in self-evaluation.…”

Section: Discussionsupporting

confidence: 74%

Bed side teaching: Student’s perception and its correlation with academic performance

2020

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Objective: To determine student’s perception of bedside clinical teaching and to correlate it with their performance in assessment. Methods: This cross-sectional study of correlational survey was conducted at Services Institute of Medical Sciences in September 2019, involving students of final professional year who filled a proforma to rate their bedside teaching experience during clinical rotations using rating scale. Mean scores of items were determined with score < 3 reflecting dis-satisfaction. Mean scores were compared between high and low performing students using student’s t test. Results: Total of 160 students participated. Physical environment domain was assigned lowest scores by students (mean 2.94±0.74) followed by teaching task by teachers (3.04±0.72), group dynamics (3.16±0.81) and patient comfort and attitude towards patient (3.87±0.60). Teaching task by teacher had maximum stems with scores < 3 needing significant improvement. Students with low academic performance were more unsatisfied with group dynamics of bedside teaching (p value 0.009), especially lack of equal opportunities of participation for every member (p value <0.000) in clinical rotations. Conclusion: Small size group with adequate space for bedside training and faculty training can enhance learning experience of students. Ensuring active participation of each group member during bedside learning can improve academic performance of students. doi: https://doi.org/10.12669/pjms.36.6.2120 How to cite this:Sarwar S, Aleem A, Nadeem MA. Bed side teaching: Student’s perception and its correlation with academic performance. Pak J Med Sci. 2020;36(6):---------. doi: https://doi.org/10.12669/pjms.36.6.2120 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionsupporting

confidence: 74%

Bed side teaching: Student’s perception and its correlation with academic performance

2020

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“…This result is in corroboration with a Bangladeshi research where this attribute was found to be taught to medical students in detail. 16 This study highlights a high response (90%) related to effectiveness of this teaching method suitable for learning evidence based medicine. However, this finding is not in accordance with the work of Nair et al, where the rate was 65% only.…”

Section: Discussionmentioning

confidence: 81%

Perspectives of medical students on attributes of bedside teaching

Alam

Haque²,

Khain

et al. 2020

Int J Community Med Public Health

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Background: Bedside teaching forms an integral part of medical education which is declining recently. The aim of this study is to evaluate the perception of undergraduate medical students about the attributes of bedside teaching.Methods: This cross-sectional study was carried out among the undergraduate medical students of Dr. Sirajul Islam Medical College, Dhaka, from September to November 2016. One hundred and forty medical students were included in this study. Ethical clearance had taken and a pre-designed and pre-tested questionnaire comprising of closed ended questions was used.Results: Majority of the study group, 64.3% absolutely agree that bedside teaching is a useful method for learning medical skills and 28.6% just agree. Regarding learning correct physical examination, mostly 41.4% absolutely agree that it is helpful and 37.1% only agree. It helps in rapid improvement of medical skills within limited time as absolutely agreed and just agreed by 48.6% and 45.7%, respectively. Half (50%) absolutely agree, 40% only agree that problem-based learning is possible, while evidence-based medicine can also be learned as 51.4% participants absolutely agree than 38.6% only agree. Majority 42.9% agree and 34.3% absolutely agree that allotted time is inadequate. More than half 54.3% and 40% absolutely agree and just agree, respectively, that maximum medical knowledge can be achieved by means of bedside teaching.Conclusions: Positive opinion about bedside teaching exists among the future doctors. But unfortunately they are deprived due to time limitation. The barrier must be removed to restore this imperative element of medical education.

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“…This is congruous with a study in Bangladesh except differences in communicating findings to patients where mean score in this study was reported less than 3. 14 For teaching sessions, mean score and mean score of most individual responses was more than 3. There was lack of opportunity to examine patients in teaching sessions at two private institutes where mean score was less than 3.…”

Section: Methodsmentioning

confidence: 96%

“…First questionnaire used consisted of 12 items 4 points Likert scale with little modification from a paper published in Bangladesh. 14 These 12 items were further categorized into two subscales in order to measure physical environment of bedside teaching, patients' comfort and students' attitude towards patients. The second questionnaire which was used for this study consisted of 18 items 5-points Likert scale which was also adopted.…”

Section: Methodsmentioning

confidence: 99%

“…These findings are consistent with some regional studies. [12][13][14]17 For patients' comfort and students' attitude, mean score was more than 3 at KMC, KGMC and PIMC and less than 3 at KbMC. This is congruous with a study in Bangladesh except differences in communicating findings to patients where mean score in this study was reported less than 3.…”

Section: Methodsmentioning

confidence: 99%

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Perceptions and comparison of bedside teaching among final year students of public and private medical colleges of Peshawar

Adeeb

Jamil

Ullah

et al. 2021

Rehman J Health Sci

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Abstract Introduction: Bedside teaching is an important but declining strategy in medical education. The regulatory authority’s insistence on structure of an institute needs be supplemented with quality of bedside teaching. The objective of this study was to find perceptions and compare bedside teaching among students of public and private medical colleges of Peshawar. Methods: A cross-sectional study was conducted at four medical colleges of Peshawar during the month of February 2020. A Likert scale tool with 30 items and four subscales; physical environment, patient’s comfort and student attitude, teaching session and teaching fellow was filled by 242 students. Mean score for each question and each subscale was calculated for each institute for perceptions. Mean score of two public and two private institutes for each subscale was compared by unpaired t-test. Results: Physical environment mean score was highest at Khyber Girls Medical College Peshawar (2.97±0.50). Patients’ comfort and students’ attitude mean score was approximately equal in four institutes. In teaching session, the highest mean score was reported by Khyber Girls Medical College and was lowest by Khyber Medical College. For teaching fellow, mean score was highest at Khyber Girls Medical College (3.70±0.67) and lowest at Kabir Medical College (2.85±0.55). For physical environment (public 2.87±0.48 vs. private 2.59±0.60) and teaching fellow scale (public 2.87±0.48 vs. private2.59±0.60) there was highly significant difference (p=0.0001). Conclusion: Mean score in four subscales are comparable in four institutes with some variation but there are significant differences between public and private institutes in physical environment and teaching fellow subscales. There are some consistencies and conflicts with regional and international literature. This needs in-depth qualitative exploration. Bedside teaching, Medical education, Perception, Physical environment, Teaching session, Teaching fellow

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Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Cited by 3 publications

References 18 publications

Bed side teaching: Student’s perception and its correlation with academic performance

Bed side teaching: Student’s perception and its correlation with academic performance

Perspectives of medical students on attributes of bedside teaching

Perceptions and comparison of bedside teaching among final year students of public and private medical colleges of Peshawar

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