Note to users of this Presentation:

Slides 8, 10, 13-18 have content derived from LRNA’s sent to the learner group prior to the session. These should be updated for each session.

On slide 10, the footer “PSFMR 2010” should be replaced by the learner group and year of presentation

“Medicine is learned by the bedsideand not in the classroom.”

Sir William Osler

Crumlish CM, et al. Quantification of Bedside Teaching by an Academic Hospitalist Group. J Hospital Medicine 2009; 4:304-7.

82%

of residents want MORE

94%

“bedside teaching timeis valuable”

Bedside Teaching

Your Name Here

Your Organization

Take home points

• Everyone has something to offer

• Make a road map

• Stay attentive and flexible

Objectives

• Listed obstacles to bedside teaching

• Identified advantages

• Tried out models for bedside teaching

• Found ways to overcome obstacles

• Planned integration into rounds

Who learns on rounds?Read 10%

Hear 20%

See 30%

See & Hear 50%

Say & Write 70%

Do 90%

Dale, E. Audiovisual Methods in Teaching, 1969, NY: Dryden

So what’s stopping us???

•List obstacles to performing bedside rounds

Barriers from the survey

• Time, efficiency

• Patient privacy

• Fear of appearing incompetent

• Inertia

• Getting key people together

•Describe the up-sideto bedside rounds

What do people value about clinical bedside teaching?

• Include pt in team

• See/teach PE skills

• Improve team communication

• Promote discussion

• ↑accurate info from ↓barrier w/ the pt

• Pt-centered care

• PE teaching

• Interpersonal skills

• Communication skills

• Integrating clinical exam w/ dx & mgmt decisions

Crumlish CM, et al. 2009Your organization, year

How can we do it?

• Follow a 12-step model

• Follow a 3-domain model

• Make up our own model

Road maps and focused teaching

• Pick one model

• Pick a real case

• Work through the steps

Take 15 minutes

Overcoming obstacles

• Time, efficiency

• Patient privacy

• Fear of appearing incompetent

• Inertia

• Getting key people together

Overcoming obstacles• Time, efficiency

• Targeted learning points

• Structured time and format

• Patient privacy

• Fear of looking like an idiot

• Inertia

• Getting key people together

Overcoming obstacles• Time, efficiency

• Patient privacy

• Ask permission beforehand

• Pt decides who stays/goes

• Timing of rounds

• Fear of looking like an idiot

• Inertia

• Getting key people together

Overcoming obstacles• Time, efficiency

• Patient privacy

• Fear of looking like an idiot

• EVERYONE has something to offer

• Model professional communication

• Inertia

• Getting key people together

Overcoming obstacles

• Time, efficiency

• Patient privacy

• Fear of looking like an idiot

• Inertia

• Getting key people together

Overcoming obstacles

• Time, efficiency

• Patient privacy

• Fear of looking like an idiot

• Inertia

• Getting key people together

Strategies to increaseBedside Teaching

See handout

Taking it to the Ward

What can we commit to now?

Objectives

• Listed obstacles to bedside teaching

• Identified advantages

• Tried out models for bedside teaching

• Found ways to overcome obstacles

• Planned integration into rounds

Take home points

• Everyone has something to offer

• Make a road map and follow it

• Stay attentive and flexible

Questions&

Comments