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Bedside teaching: specialists versus non‐specialists
Author(s) -
Woodley Niall,
McKelvie Karen,
Kellett Catherine
Publication year - 2016
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.12373
Subject(s) - specialty , curriculum , medicine , family medicine , medical education , significant difference , psychology , pedagogy
Summary Background Bedside teaching ( BT ) is a valuable learning experience for medical students. In 2010, the BT curriculum at the University of Dundee was revised so that clinical specialist doctors facilitated these sessions. The aim of this study was to compare student opinion of BT delivered by specialist and non‐specialist doctors. Methods A retrospective survey was sent to two medical student year groups who received teaching delivered by either specialist or non‐specialist doctors during year 2. Results The response rate was 24.5 per cent, of which 49.4 per cent were taught by specialists. Responses indicated that specialist doctors improved communication skills (p = 0.034), were less intimidating (p = 0.01) and gave greater opportunity to ask questions (p = 0.028) than their non‐specialist counterparts. Overall, students taught by specialty doctors rated BT as more valuable (p < 0.001). A positive correlation was noted between the frequency of patient interaction and the overall value of BT (p < 0.0121); however, there was no significant association between the main teaching location and the overall value of BT . Discussion Findings indicate that specialist doctors provide students with a better understanding of disease processes. Several students from the specialist group noted that their tutors linked theory to practice. No significant difference was found between the two groups regarding whether teaching was at an appropriate level. Specialist doctors therefore allow a number of improvements over the use of non‐specialist doctors for BT . Overall, students taught by specialty doctors rated bedside teaching as more valuable