Students’ perspective of bedside teaching: a qualitative study

Alswailmi, Farhan Khashim; Khan, Imran; Mehmood, Yasir; Alenazi, Shehab Ahmed; Alrowaili, Majed; Al-Enazi, Madallah Mashaan

doi:10.12669/pjms.322.9194

Cited by 13 publications

(30 citation statements)

References 12 publications

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“…Numerous studies have pointed to the lack of time for bedside education (11,56,57,62,(65)(66)(67), which is consistent with the results of the present study. The unfavorable status of clinical skills education (29) and the low level of students' learning from the provided clinical education (25,44,45) indicate weaknesses in examination (21,36), treatment (15) and patient management (26).…”

Section: Challenges Of Clinical Education Areassupporting

confidence: 92%

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Challenges and Problems of Clinical Medical Education in Iran: A Systematic Review of the Literature

Beigzadeh

Yamani

Bahaadinbeigy

et al. 2020

Strides Dev Med Educ

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Context: In order to improve the quality of clinical education, it is necessary to investigate the current situation in clinical settings and identify its problems. This step is the most important part of modifying a clinical education program and meeting learning goals. The purpose of this study was to identify the challenges and problems of clinical medical education in Iran. Evidence Acquisition: This systematic review was performed to determine the challenges and problems of clinical medical education in Iran in 2017. In order to retrieve articles, the following keywords: Clinical education, bedside teaching, clinical teaching, teaching round, ward round, ward round teaching, bedside round, teaching round, medical education, clinical round, ambulatory education, clinic education, grand round, and education in emergency were searched in reliable Persian and English databases. Then, the articles related to the research objective were carefully reviewed and key information was extracted. Data were analyzed using MAXQDA software version 10. Conclusions: The problems of clinical education are in different areas. Identifying these areas and planning for them can improve clinical education status, achieve educational goals, and provide medical students with a more effective education.

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Section: Challenges Of Clinical Education Areassupporting

confidence: 92%

“…For this purpose, it is recommended that group visits be performed at one time to reduce the number of visits per clinical round. In international studies, patients' concerns about long-term presence of students at bedside (66) and physical examinations (52,61) have been mentioned.…”

Section: Objective Structured Clinical Examination (Osce) Andmentioning

confidence: 99%

Challenges and Problems of Clinical Medical Education in Iran: A Systematic Review of the Literature

Beigzadeh

Yamani

Bahaadinbeigy

et al. 2020

Strides Dev Med Educ

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“…In terms of data collection method, four studies used a questionnaire,[4171819] five studies used focus group discussion,[69202122] two studies used telephone interviews,[2324] one study used card sorting technique,[25] one study used NGT technique,[26] and one study used report writing. [27] In addition, other studies used a combination of methods such as focus group discussion/interview[2829] and questionnaire/group discussion.…”

Section: Resultsmentioning

confidence: 99%

“…Before the initiation of the clinical round, it is highly important for the medical education system to take into account five essential factors in advance: (1) Teaching at the bedside must be a high priority for the system. In this regard, provide institutional incentives,[9] create rewards for bedside teaching,[923] promote awareness about students’ learning,[20] and have an integrated curriculum for bedside teaching. [8] (2) The medical education system must have ongoing faculty training in clinical skills and teaching methods for medical teachers.…”

Section: Discussionmentioning

confidence: 99%

Strategies for teaching in clinical rounds: A systematic review of the literature

et al. 2019

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Background: Strategies for teaching in clinical rounds are dispersed. There is a need to comprehensively collate bedside strategies to enhance teaching and learning and make clinical rounds more effective. Materials and Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus, and Cochrane library was conducted. Relevant keywords for teaching rounds/medical teachers/medical students/strategies and their synonyms were used accordingly. Additional studies were identified by searching reference lists of retrieved articles. All searches were conducted within a 10-day period from May 25, 2017, to June 3, 2017. In this systematic review, studies with any design on the subject of strategies for clinical rounds from clinical teachers’ and medical students’ perspectives were identified. Our search strategy yielded 524 articles. After removing duplicates, 337 articles remained. Based on the title and abstract review, 37 articles were obtained for further review and finally 18 entered the study. Data were extracted from the included studies. Two authors independently screened and scored the studies. We used inductive content analysis, and categories of strategies were derived from the data. Results: Content analysis yielded identification of strategies for clinical rounds in nine categories named: system issues, advance planning, a preround huddle, patient issues, teachable moments, teacher issues, student issues, atmosphere issues , and a postround huddle . These were classified as “before rounds,” “during rounds,” and “after rounds” activities. Quality assessment scores for the research studies ranged from 5 to 14 (possible range, 1–16). Fourteen (77.8%) studies received quality scores at or above 10, and 4 (22.2%) studies received quality scores below 10. Conclusion: Due to the importance of clinical rounds in students’ learning, medical teachers should divide their teaching session into activities before, during, and after rounds. These strategies on rounding practices can improve teaching and learning.

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“…2 Bedside teaching can improve students' history taking, examination skills, and knowledge of clinical ethics, can teach them professionalism, foster good communication and allow the students to develop empathy with the patients as they proceed through different clinical units. 3 Its role in developing future doctors with knowledge, skills and attitudes towards good-clinical practice is immense. 4 A healthcare professional who has the ability and willingness to model his/her behavior according to the patient's needs can develop a better doctor-patient relationship, and thus obtain more information and superior compliance from a trusting patient, that ultimately lead to better diagnosis and treatment outcomes.…”

Section: Introductionmentioning

confidence: 99%

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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Students’ perspective of bedside teaching: a qualitative study

Cited by 13 publications

References 12 publications

Challenges and Problems of Clinical Medical Education in Iran: A Systematic Review of the Literature

Challenges and Problems of Clinical Medical Education in Iran: A Systematic Review of the Literature

Strategies for teaching in clinical rounds: A systematic review of the literature

Perspectives of medical students on attributes of bedside teaching

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