BEDSIDE TEACHING

INTRODUCTION

Bedside teaching is considered as one of the

most important methods of teaching
It is the most neglected and most deficient
Many are haphazard, suboptimal, and lacking
intellectual excitement
Communication skills are not usually
addressed in bedside teaching
Lacks role modeling and students
supervision

LEARNER OBJECTIVES
1.
2.
3.
4.

Acquisition of knowledge & understanding

Acquisition of clinical and procedural skills
Acquisition of good communication skills
Ensures continuity of care from admission to
discharge of the patient
5. Learner should manage patients in a setting that
maximizes learning and minimizes risk to the
patients (tiredness, dissatisfaction, and harm)
6. Learner should be familiar with personnel
management, cost-effectiveness, and other
attributes (honesty, ethics, dress, etc.)

TEACHER OBJECTIVES
1.
2.
3.
4.
5.
6.

Positive attitude to teaching (motivation)

Friendly, helpful, and available teacher
Role modeling
Facilitate clinical reasoning
Demonstrate and supervise routine procedures
Evaluate learners performance and feedback

CONT. TEACHER OBJECTIVES

7. Encouragement of active participation
8. Emphasis on applied problem solving
9. Integration of basic and clinical sciences
10. Supervision of students performance
11. Teaching that provide stimulation &
challenge
12. Patient-oriented, not disease oriented

Bedside Teaching
Methodology
1. Set your own objectives or plan
Consider your own available time, duration
of bedside teaching, and no. of students
Be realistic about what you can achieve
Discuss your plan with the students before
Keep record of cases already discussed
Discuss with other colleagues your plan

Cont. Methodology
2. Provide a good teaching environment
Bridging the gap between you & students

Friendly and helpful manner to reduce the

natural and inevitable apprehensions

Ideal surrounding atmosphere and lighting

Cont. Methodology
3. Ensure good communication
Communication is the basis for learning
Trust must exist between teacher & student,
and teacher or student & patient
The teacher emphasis on developing the
learners sense of competence, self-esteem,
and appropriate responsibility
Patients comfort, trust, assurance of help

Cont. Methodology
4. Set a good example (Role Modeling)
This can be achieved by students watching
the teacher talking history, performing
physical examination, and discussing the
outcome and plans with the patient
This opportunity is best demonstrated and
consolidated in outpatient clinics

Cont. Methodology
5. Involve the students
They should have a chance to talk to the
patient, perform & demonstrate physical
signs and findings
Present cases and answer questions
Emphasis of teaching should be bedside
and patient-oriented not disease oriented

Cont. Methodology
6. Observe the student
Lack of direct observation of student
interactions with patients is the trend
Unfortunately, assessment depends on the
aspect above, which isnt usually addressed
Teachers should observe students without
interruptions unless necessary
Provide feedback and corrections in a nice
and friendly manner without criticism

Evaluation of Bedside
Teaching
1. Formative:

Portfolios

2. Summative:
Direct observation
(Long & Short Cases)
OSCE

THANK YOU