Bedside Teaching(aka Teaching With the

Patient Present!)

Bedside Teaching - Objectives

By the end of this session, the learner will be able to:Provide a definition of bedside teachingList advantages and disadvantages of incorporating

bedside teaching into work roundsDescribe the three key steps required for effective

bedside teachingDiscuss the integration of bedside teaching into work &

attending rounds

Bedside Teaching

“In what may be called the natural method of teaching, the student begins with the patient, continues with the patient and ends his study with the patient, using books and lectures as tools, as means to an end. …”

What is Bedside Teaching (Not)?Not synonymous with work rounds

or attending rounds, but can be used as a tool for both

Not conference room rounds, hallway rounds, or “door-jamb” rounds

What is Bedside Teaching?An experience at the bedside of a patient

where both the patient and student can learn simultaneously

The term “bedside” can be broadened to include the outpatient setting, or any other setting where patient-physician interaction occurs

Three Steps for Effective Bedside Teaching

1. Planning the Bedside Teaching Session

2. The Bedside Teaching Session

3. Debriefing after the Bedside Teaching Session

Planning the Bedside Teaching Session

The Bedside Teaching Session1. Focus on sensory experiences

not discussions about differential diagnoses

2. Review aspects of obtaining medical history or demonstrating physical examination

The Bedside Teaching Session

1. Involve the patients and family

2. Model professionalism and ethical behaviour

3. Ask questions to probe higher-level learner, not just recall

4. Say “thank you” to the patient

Debriefing after the Bedside Teaching Session

Faculty Member (superviser)

Plan for immediate feedback to learners

Create a non-threatening environment so that feedback can be received by learners

Review process (what worked and what didn’t?)

Debriefing after the Bedside Teaching Session

With the learner review: findings (what did you observe?) insights (what does it mean?) objectives (what did you learn?) questions (what still needs to be learned?)

Reflect on what has been learned and how to apply it to the next encounter

Model of Bedside Teaching

Janicik and Fletcher, (2003) Teaching at the bedside: a new model, Medical Teacher, Vol. 25, No. 2, 2003, pp. 127–130

Thank You!