1. Mohammed Y Al-Naami FRCSC, FACS, M Ed.
BEDSIDE TEACHING
Mohammed Y Al-Naami
FRCSC, FACS, M Ed.

2. INTRODUCTION
Bedside teaching is considered as one of the most important methods of teaching
It is the most neglected and most deficient
Many are haphazard, suboptimal, and lacking intellectual excitement
Communication skills are not usually addressed in bedside teaching
Lacks role modeling and students supervision

3. LEARNER OBJECTIVES Acquisition of knowledge & understanding
Acquisition of clinical and procedural skills
Acquisition of good communication skills
Ensures continuity of care from admission to discharge of the patient
Learner should manage patients in a setting that maximizes learning and minimizes risk to the patients (tiredness, dissatisfaction, and harm)
Learner should be familiar with personnel management, cost-effectiveness, and other attributes (honesty, ethics, dress, etc.)

4. TEACHER OBJECTIVES Positive attitude to teaching (motivation)
Friendly, helpful, and available teacher
Role modeling
Facilitate clinical reasoning
Demonstrate and supervise routine procedures
Evaluate learner’s performance and feedback

5. CONT. TEACHER OBJECTIVES
7. Encouragement of active participation
8. Emphasis on applied problem solving
9. Integration of basic and clinical sciences
10. Supervision of students performance
11. Teaching that provide stimulation & challenge
12. Patient-oriented, not disease oriented

6. Bedside Teaching Methodology
Set your own objectives or plan
Consider your own available time, duration of bedside teaching, and no. of students
Be realistic about what you can achieve
Discuss your plan with the students before
Keep record of cases already discussed
Discuss with other colleagues your plan

7. Cont. Methodology 2. Provide a good teaching environment
Bridging the gap between you & students
Friendly and helpful manner to reduce the natural and inevitable apprehensions
Ideal surrounding atmosphere and lighting

8. Cont. Methodology 3. Ensure good communication
Communication is the basis for learning
Trust must exist between teacher & student, and teacher or student & patient
The teacher emphasis on developing the learner’s sense of competence, self-esteem, and appropriate responsibility
Patient’s comfort, trust, assurance of help

9. Cont. Methodology 4. Set a good example (Role Modeling)
This can be achieved by students watching the teacher talking history, performing physical examination, and discussing the outcome and plans with the patient
This opportunity is best demonstrated and consolidated in outpatient clinics

10. Cont. Methodology 5. Involve the students
They should have a chance to talk to the patient, perform & demonstrate physical signs and findings
Present cases and answer questions
Emphasis of teaching should be bedside and patient-oriented not disease oriented

11. Cont. Methodology 6. Observe the student
Lack of direct observation of student interactions with patients is the trend
Unfortunately, assessment depends on the aspect above, which isn’t usually addressed
Teachers should observe students without interruptions unless necessary
Provide feedback and corrections in a nice and friendly manner without criticism

12. Evaluation of Bedside Teaching
1. Formative:
Portfolios
2. Summative:
Direct observation
(Long & Short Cases)
OSCE

13. THANK YOU