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Patients' & students' perspectives on bedside teaching: A descriptive study.
Farhat Rehana Malik1, Farzeen Khan2
1Dr. Farhat Rehana Malik, MBBS, MPH, CHPE, PGD. Department of Community Health Sciences, Peshawar Medical College, Warsak Road, Peshawar, Paksitan. Riphah International University, Islamabad, Pakistan.
Pakistan Journal of Medical Sciences
|November 18, 2024
Summary
Patients and students view bedside teaching positively, but challenges like time constraints and lack of confidence hinder its effectiveness. Addressing these barriers is key to optimizing this valuable clinical learning method.
Area of Science:
- Medical Education
- Clinical Pedagogy
Background:
- Bedside teaching is a traditional and effective method for clinical skill development.
- Assessing both student and patient perspectives is crucial for refining teaching strategies.
Purpose of the Study:
- To evaluate student and patient perceptions of bedside teaching.
- To identify barriers impeding effective bedside teaching in a clinical setting.
Main Methods:
- A cross-sectional study involving 153 participants (79 students, 74 patients) at two teaching hospitals.
- Data collected via validated, pilot-tested interview questionnaires.
- Descriptive statistics used for data analysis (SPSS v19.0).
Main Results:
- High patient satisfaction (78%) with bedside teaching; most enjoyed the experience (80.5%).
- Students found bedside teaching valuable, but 38.7% felt 30 minutes was insufficient.
- Key barriers included lack of practice (37.3%), fear of embarrassment (21.3%), and low confidence (16%).
Conclusions:
- Patients generally have a positive attitude towards bedside teaching.
- Students recognize its value for clinical experience, despite facing challenges.
- Overcoming barriers like time, confidence, and privacy concerns is essential for maximizing bedside teaching's utility.
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