A behaviorally anchored assessment tool for bedside teaching in the emergency department

Abstract

Evaluating a resident's development as a bedside educator in the emergency department (ED) is challenging. Teaching consults, where trainees are observed and assessed in their teaching skills, have been used to improve bedside teaching. Within emergency medicine, there are a few assessment tools to evaluate a clinician's bedside teaching, with the majority focusing on faculty. A user‐friendly assessment tool adapted to the ED that emphasizes behaviorally anchored, milestone‐based evaluations for residents has yet to be developed. We sought to develop such an assessment tool for evaluating residents' bedside teaching in the ED. Using a nominal‐group consensus‐building technique, we derived the bedside teaching assessment tool. The consensus‐building panel was composed of clinician‐educators with extensive experience in resident education. The teaching consult process consisted of the consultant, a faculty member with a focus in medical education, directly observing a resident's bedside teaching throughout their shift while filling out the evaluation form based on observed behaviors. A total of 35 consults were provided to 30 individual residents. The mean (±SD) scores for the 35 consults for the learning climate, content teaching, supervision, feedback and evaluation, and self‐assessment were 3.84 (±0.75), 3.56 (±0.58), 3.70 (±0.60), 3.64 (±0.77), and 3.92 (±0.45), respectively. The median scores for the above domains were 4, 3.5, 4, 3.5, and 4, respectively. The tool has acceptable internal consistency with a Cronbach's alpha of 0.723 (95% CI 0.469–0.839). Eleven of 13 (85%) residents who provided feedback agreed or strongly agreed that the quantitative feedback provided by the assessment tool was useful. Twelve of 13 (92%) residents found the consultation process to be unobtrusive to their clinical performance. In conclusion, this novel behaviorally anchored assessment tool for bedside teaching can serve as a useful adjunct to a teaching consult and provide useful feedback for the development of residents' bedside teaching skills.

The Effect of Learning Method and Self-Confidence on Student Learning Outcomes

“…Although bedside teaching may be less common due to technological advancements, it remains invaluable for effective medical student learning (Destino et al, 2019;Kassutto et al, 2020). Bedside teaching, traditionally associated with hospital settings, extends beyond any environment where teaching occurs in the presence of a patient, including office settings and long-term care facilities (Ijaz et al, 2022). According to Hayat et al (2022), bedside teaching, while traditionally associated with hospitals, can be applied in various settings where teaching occurs in the presence of patients, including offices and long-term care facilities.…”