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Related Experiment Videos

Student and patient perspectives on bedside teaching

B R Nair1, J L Coughlan, M J Hensley

  • 1Discipline of Medicine, Faculty of Medicine and Health Sciences, University of Newscastle, Australia.

Medical Education
|March 7, 1998
PubMed
Summary

Learners find bedside teaching (BST) highly effective for clinical skills, though many feel they receive insufficient training. Patients generally enjoy BST and do not experience anxiety, preferring case presentations in conference rooms.

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Patient-Centered Care

Background:

  • Bedside teaching (BST) is a traditional yet crucial component of clinical skills acquisition.
  • Understanding patient and learner perspectives is vital for optimizing BST effectiveness.
  • Existing literature often lacks comprehensive data on learner and patient experiences with BST.

Purpose of the Study:

  • To assess learner and patient opinions regarding bedside teaching (BST).
  • To evaluate the perceived effectiveness and patient comfort during BST.
  • To identify preferred settings for clinical case presentations within the BST framework.

Main Methods:

  • A cross-sectional study design was employed.
  • Data were collected from medical learners and patients regarding their experiences with BST.

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  • Surveys or questionnaires were utilized to gather opinions on effectiveness, anxiety, and preferred locations.

    • Main Results:

    • Only 48% of learners reported adequate BST during undergraduate training.
    • 100% of learners considered BST the most effective method for learning clinical skills.
    • 77% of patients enjoyed BST, with 83% reporting no increased anxiety.
    • The conference room was the preferred site for case presentations.

    Conclusions:

    • Bedside teaching (BST) is highly valued by learners for clinical skills development.
    • Patient acceptance of BST is high, with minimal associated anxiety.
    • Addressing the gap in sufficient BST for learners and investigating teacher-impediments requires further research.