Clinical Teaching Method

D.
CLINICAL TEACHING
METHODS
BED SIDE CARE/WARD
ROUNDS
MARICRIS C. PALLAR
NIKKY ROSEL FLORES
 The term “bedside” can be broadened
to include the outpatient setting, or any
other setting where patient-physician
interaction occurs
 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. …”
 An experience at the bedside of a
patient where both the patient and
student can learn simultaneously
Defined as teaching and reinforcing skills at patient’s bedside:
 A common approach in medical education
 Reinforces classroom learning
 Allows mentor to model important clinical skills, attitudes,

and communication in the context of patient care, as well as
observe mentee’s skills
WHAT IS  Strengths and weaknesses of mentees become very clear at
the bedside
BEDSIDE  While bedside teaching implies an inpatient setting, it can

easily be adapted for use in a clinic/outpatient setting.
TEACHING?  Bedside teaching is an important part of the process of adult

learning, as it reinforces classroom learning.
 Strengths and weaknesses of mentees become clear at the
bedside, because mentors can watch mentees interact with
patients. Mentors can experience what mentees do and how
they act with patients firsthand, in a way that cannot happen
outside of a patient encounter.
By the end of this session, the learner will be able
to:
 Provide a definition of bedside teaching
 List advantages and disadvantages of

incorporating bedside teaching into work
rounds
 Describe the three key steps required for
effective bedside teaching
OBJECTIVES OF  Discuss the integration of bedside teaching into
BEDSIDE TEACHING work & attending rounds
 Learn to respect for the patient's comfort and
dignity
 Learning of psychomotor skills
 Provision of feedback to learners
 Transmit values of the profession and the

teacher’s enthusiasm for patient care
Get a commitment. The mentor asks the mentee
to articulate their diagnosis or plan for treatment
based upon the patient history and symptoms
they have just identified. Asking the mentee to
commit to a diagnosis or plan will increase the
impact of the teaching session by providing a
solid point from which to work.
Probe for supporting evidence. Ask the mentee

to explain how they reached their conclusion.
Listening to their reasoning will help you
respond appropriately to their knowledge level.
3. Reinforce what was done well. Offer specific
feedback rather than a general statement such as,
“Good diagnosis.” Giving specific comments will
provide the mentee with tools to use in similar
situations in the future.
4. Give guidance for errors and omissions. As

when offering positive feedback, any corrections
should be specific. Care should also be taken to
make sure the feedback is constructive and
includes specific plans for improvement.
5. Summarize the encounter with a general

principle. Choose one or two general principles
that arose from this encounter to become the
“take-home message.” Summarizing the
encounter in this way will help the mentee apply
the lessons learned to other situations.
Planning the Bedside Teaching The Bedside Teaching Session Debriefing after the Bedside Teaching
session Session
• Set time limits and plan • Focus on sensory experiences • Plan for immediate feedback to learners
accordingly • not discussions about differential • Create a non-threatening environment
• Review previous day’s diagnoses so that feedback can be received by
admissions • Review aspects of obtaining learners
• Set clear objectives medical history or • Review process (what worked and what
• Decide whether to observe or demonstrating physical didn’t?)
model examination • findings (what did you observe?)
• Plan for closure with learners and • insights (what does it mean?)
patients • objectives (what did you learn?)
• Brief the learners and patients • questions (what still needs to be
beforehand learned?)
• Reflect on what has been learned and
how to apply it to the next encounter
ADVANTAGES DISADVANTAGES
 5 - 10 minutes  Sometimes put the patient in a

difficult situation.
 It puts the student in an active actual
situation.  large student: teacher ratio
 Covers limited group of students.  crowded lectures
Develop qualities of observation and
decision taking.  lack of preparedness and interest
 Ensures close contact with reality.  Too much passive observation rather
than active participation of learners
 Permits comparison between reality
and theory.  Inadequate supervision and
provision of feedback
 Little opportunity for reflection and
discussion
 https://slideplayer.com/slide/13135885/
REFERENCES  https://www.slideshare.net/simisitara/clinical-
teaching-methods
THANK YOU FOR
LISTENING!!!!!!!!!!!!!!!

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D.

 Reinforces classroom learning

 Allows mentor to model important clinical skills, attitudes,

BEDSIDE  While bedside teaching implies an inpatient setting, it can

TEACHING?  Bedside teaching is an important part of the process of adult

 List advantages and disadvantages of

 Provision of feedback to learners

 Transmit values of the profession and the

Probe for supporting evidence. Ask the mentee

4. Give guidance for errors and omissions. As

5. Summarize the encounter with a general

 5 - 10 minutes  Sometimes put the patient in a

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