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Students' perspective of bedside teaching: A qualitative study.

Farhan Khashim Al-Swailmi1, Ishtiaq Ali Khan2, Yasir Mehmood3

  • 1Farhan Khashim Al-Swailmi, MD. Assistant Professor, Department of Ophthalmology, Faculty of Medicine Northern Border University Arar, Kingdom of Saudi Arabia.

Pakistan Journal of Medical Sciences
|May 17, 2016
PubMed
Summary

Medical students find bedside teaching valuable for clinical skills but face barriers like patient cooperation and faculty attitude. Strategies include public awareness and improved hospital facilities to enhance this learning tool.

Keywords:
Bedside TeachingFaculty developmentStudents

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Qualitative Research

Background:

  • Bedside teaching is a cornerstone of clinical skills acquisition in medical education.
  • Effective implementation of bedside teaching faces various challenges in diverse healthcare settings.
  • Understanding student perceptions is crucial for optimizing clinical learning environments.

Purpose of the Study:

  • To assess medical students' perceptions of bedside teaching.
  • To identify barriers hindering effective bedside teaching implementation.
  • To propose strategies for enhancing bedside teaching as a learning tool.

Main Methods:

  • Qualitative inductive thematic analysis of focus group discussions.
  • Conducted four focus group discussions with 4th and 5th-year MBBS students.
  • Audio-recorded and transcribed discussions for verbatim analysis.

Main Results:

  • Students perceive bedside teaching as essential for developing clinical skills.
  • Key barriers identified include uncooperative patients, limited patient numbers, and faculty attitude.
  • Suggested strategies involve public awareness campaigns, free expatriate medical treatment, and university hospital development.

Conclusions:

  • Bedside teaching remains a vital component of medical training.
  • Enhancing bedside teaching requires addressing patient attitudes and faculty development.
  • Improving access to care and patient availability can bolster clinical education effectiveness.