Related Experiment Video
Updated: Apr 24, 2026
05:25
Setup and Execution Of the Blindfolded Code Training Exercise
Published on: March 29, 2019
8.7K
Can we improve the delivery of bedside teaching?
Renata Chapman1, Lucinda Wynter, Annette Burgess
1Sydney Medical School, Central Clinical School, University of Sydney, Australia.
The Clinical Teacher
|September 13, 2014
Summary
A new structured bedside teaching method using protected time and available junior doctors significantly improved student satisfaction and tutorial delivery compared to traditional methods. This addresses key obstacles in clinical training.
Area of Science:
- Medical Education
- Clinical Skills Training
- Healthcare Professions Education
Background:
- Bedside teaching is a cornerstone of medical training.
- Student dissatisfaction with current bedside teaching delivery is rising.
- Key challenges include tutor availability and patient access.
Purpose of the Study:
- To assess Sydney University medical students' views on two structured bedside teaching approaches.
- To compare student satisfaction levels between traditional and novel teaching methods.
Main Methods:
- Compared a traditional model (one allocated clinician per group) with a new model.
- The new model utilized protected, scheduled clinical teaching time with available tutors (primarily Junior Medical Officers).
- Evaluated the strengths and weaknesses of both bedside teaching strategies.
Main Results:
- 81% of students participated (104/128).
- The new method achieved 100% weekly tutorial delivery versus 20% in the old system.
- Student 'no frustration' rates increased from 27% to 64% with the new method.
Conclusions:
- The new structured bedside teaching method is perceived as superior by students.
- Protected teaching time and opportunistic junior clinician involvement enhance the learning experience.
- Tutor availability and patient access remain critical factors for effective bedside teaching.
Related Concept Videos
01:15Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch
7.9K
The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
7.9K
01:24Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation
2.1K
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
2.1K
01:15Nursing Implementation
6.3K
Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
6.3K
01:22The Professional Nurse
6.5K
Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
Communication skills: These are critical characteristics, especially speaking and listening.
6.5K
01:24Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
2.4K
The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
2.4K
01:29SBAR I: Understanding the Concept
4.9K
Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...
Standardized methods of communication have been developed to ensure that information is...
4.9K