Student mistakes and teacher reactions in bedside teaching
Hannah P K Rubisch1, Anna-Lena Blaschke1, Pascal O Berberat1
1Lehrstuhl für Medizindidaktik, medizinische Lehrentwicklung und Bildungsforschung Technical University of Munich (TUM), TUM School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany.
Summary
Teachers
Area of Science:
- Medical Education
- Clinical Teaching
- Healthcare Professional Development
Background:
- Bedside teaching is a cornerstone of clinical education.
- Understanding student errors and teacher responses is crucial for effective pedagogy.
- Existing research lacks detailed analysis of these interactions.
Purpose of the Study:
- To analyze teacher-student interactions during bedside teaching.
- To identify common student mistakes and teacher reactions.
- To explore if teachers use different strategies for different mistake types.
Main Methods:
- Video-recorded bedside teaching sessions (36) were analyzed.
- A high-inference categorical scheme was used by multiple raters.
- Poisson and generalized mixed models were employed for analysis.
Main Results:
- Reproduction mistakes were most frequent, associated with high rejection and low elaboration.
- High elaboration occurred when students applied skills in new contexts.
- Teachers allowed correction time more often for analysis/application errors.
- Fewer mistakes were noted in neurology and orthopaedics compared to internal medicine.
Conclusions:
- Teacher feedback and error correction strategies vary by mistake type.
- Understanding these dynamics can improve clinical teaching effectiveness.
- Findings offer an empirical basis for optimizing teacher responses to student errors.
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