Open AccessHow to Maximize Bedside Teaching in Our Busy World
Author(s) -
MHPE Vijay Daniels
Publication year - 2015
Publication title -
canadian journal of general internal medicine
Language(s) - English
Resource type - Journals
eISSN - 2369-1778
pISSN - 1911-1606
DOI - 10.22374/cjgim.v10i3.57
Subject(s) - debriefing , preceptor , medicine , session (web analytics) , medical education , workflow , quality (philosophy) , teaching method , psychology , computer science , pedagogy , philosophy , epistemology , database , world wide web
Bedside teaching is becoming less frequent. A lack of attending physicians’ time and perceived teaching skill, as well as concerns regarding the impact of bedside teaching on the relationship with patients have been cited as barriers to bedside teaching. The purpose of this paper is to offer some tips on how to increase the frequency and quality of bedside teaching in light of these barriers. The main recommendations are to 1) be explicit about the competencies around which you are teaching; 2) incorporate bedside teaching into your daily workflow, allowing the available cases and patients to dictate the learning competencies; and 3) use a framework that incorporates published teaching tools to guide your bedside teaching. The first step of this framework is preparation, which involves choosing the most appropriate teaching competency (history-taking, physical exam, clinical reasoning, or decision-making) based on the learner, case, and patient. Next is delivery, including orienting learners and patients to the task, choosing the instructional modality that fits the competency (such as One Minute Preceptor, SNAPPS, or Mini-CEX), and then debriefing and providing feedback. The final step is reflection on the teaching session, which can include peer observation.