Bedside teaching during the COVID‐19 pandemic

Stauss, Madelena; Breed, Hetty; Chatfield, Kate; Madhavi, Paladugu; Zelhof, Bachar; Woywodt, Alexander

doi:10.1111/tct.13322

Cited by 7 publications

(5 citation statements)

References 3 publications

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“…With advances in modern medicine, there are now many more ways to learn and teach than in the days of Osler. Particularly in the age of COVID-19, many residency programs have adapted their curriculum to embrace more virtual options [ 21 ]. To illustrate this broad range of learning, consider the experience of a resident spent in the medical ICU at our institution: daily didactic lectures from internal medicine (in- person and virtually), recurring small group simulation sessions (both for procedures and situation-oriented cases), multiple daily 10–15 min talks on patient-specific diseases during rounds, monthly review of the latest publications in the medical literature via journal club, and in the afternoon an informal session with the ICU faculty or fellow at least weekly to review ICU-specific subjects in more depth (ventilators, vasopressors, sedation and analgesia).…”

Section: Discussionmentioning

confidence: 99%

“…Beyond these methods, many critical care attendings incorporate ultrasound training, ventilator wave form demonstration, blood gas analysis, and chest x-ray interpretation into daily rounds. Given such an abundance of education, there is a risk of decreasing time spent with the patients [ 21 ]. This study did not evaluate these other forms of teaching that occur during the day and did not consider other educators within the team (fellows teaching residents, residents teaching residents, etc.).…”

Section: Discussionmentioning

confidence: 99%

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Perception versus reality: analysis of time spent on bedside rounds in an academic ICU (Intensive Care Unit)

et al. 2023

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Background Despite its importance, teaching at the bedside is declining over time. This purported decline has not been quantified. Quantifying bedside teaching is challenging, and we found only one study quantifying bedside teaching on a hospitalist service. Objective We conducted a study to understand the prevalence of bedside teaching in our medical intensive care unit. Methods We conducted a single-center single-unit study in the medical intensive care unit of an academic tertiary care institution. We used a survey tool to assess perceived time spent on bedside teaching, quality of teaching, and total rounding time. In parallel, independent observers objectively measured time spent on rounds and on bedside teaching. Residents were asked to complete the survey once a week. Independent observers collected data daily and weekly averages were obtained. Results 43 responses were collected over a 4-month period. Most respondents (73%) reported a total rounding time of either 90–120 min or greater than 120 min. Median reported bedside teaching time was 16–20 min with 16 respondents (37%) reporting less than 15 min and 27 respondents (63%) reporting 16 min or more. The amount of time spent on bedside teaching was reported as adequate or more than adequate by 77% (33) of respondents with 58% (25) reporting that bedside teaching was very or extremely effective in helping them learn. Mean census reported by the independent observers was 12.75 patients per team. Bedside teaching represented an average of 12% of total rounding time, 16.85 min per day. While total rounding time increased with increasing census, there was no decline in bedside teaching time. Conclusion It is reported that bedside teaching has decreased over time. Our study has demonstrated that bedside teaching occurs in our Medical ICU, and though it represents a minority of the time spent on rounds, residents still reported teaching in the ICU to be adequate.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Perception versus reality: analysis of time spent on bedside rounds in an academic ICU (Intensive Care Unit)

et al. 2023

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“…Particularly in the age of COVID-19, many residency programs have adapted their curriculum to embrace more virtual options. [14] To illustrate this broad range of learning, consider the experience of a resident spent in the medical ICU at our institution: daily didactic lectures from internal medicine (inperson and virtually), recurring small group simulation sessions (both for procedures and situationoriented cases), multiple daily 10-15 minute talks on patient-speci c diseases during rounds, monthly review of the latest publications in the medical literature via journal club, and in the afternoon an informal session with the ICU faculty or fellow at least weekly to review ICU-speci c subjects in more depth (ventilators, vasopressors, sedation and analgesia). Beyond these methods, many critical care attendings incorporate ultrasound training, ventilator wave form demonstration, blood gas analysis, and chest x-ray interpretation into daily rounds.…”

Section: Discussionmentioning

confidence: 99%

“…Given such an abundance of education, there is a risk of decreasing time spent with the patients. [14] This study did not evaluate these other forms of teaching that occur during the day and did not consider other educators within the team (fellows teaching residents, residents teaching residents, etc.). Any of these factors may be why residents rated the time and quality of education highly.…”

Section: Discussionmentioning

confidence: 99%

Perception Versus Reality: Analysis of Time Spent on Bedside Rounds in an Academic ICU (Intensive Care Unit)

Ahmed

King

Mohamed

et al. 2023

Preprint

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Background: Despite its importance, teaching at the bedside is declining over time. This purported decline has not been quantified. Quantifying bedside teaching is challenging, and we found only one study quantifying bedside teaching on a hospitalist service. Objective: We conducted a study to understand the prevalence of bedside teaching in our medical intensive care unit. Methods: We conducted a single-center single-unit study in the medical intensive care unit of an academic tertiary care institution. We useda survey tool to assess perceived time spent on bedside teaching, quality of teaching, and total rounding time. In parallel, independent observers objectively measured time spent on rounds and on bedside teaching. Residents were asked to complete the survey once a week. Independent observers collected data daily and weekly averages were obtained. Results: 43 responses were collected over a 4-month period. Most respondents (73%) reported a total rounding time of either 90-120 min or greater than 120 min. Median reported bedside teaching time was 16-20 min with 16 respondents (37%) reporting less than 15 min and 27 respondents (63%) reporting 16 min or more. The amount of time spent on bedside teaching was reported as adequate or more than adequate by 77% (33) of respondents with 58% (25) reporting that bedside teaching was very or extremely effective in helping them learn. Mean census reported by the independent observers was 12.75 patients per team. Bedside teaching represented an average of 12% of total rounding time, 16.85 minutes per day. While total rounding time increased with increasing census, there was no decline in bedside teaching time. Conclusion: It is reported that bedside teaching has decreased over time. Our study has demonstrated that bedside teaching occurs in our Medical ICU, and though it represents a minority of the time spent on rounds, residents still reported teaching in the ICU to be adequate.

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“…Second, bedside and examination skills have been constantly decreasing over the past decades [1,2], especially in the field of Neurology [6]. Third, the present pandemic situation has largely aggravated these problems due to suspension of clinical placements including bedside teaching in Neurology [7][8][9] and beyond [1,10]. In view of these challenges, new concepts for in-person bedside teaching are urgently needed [1].…”

Section: Introductionmentioning

confidence: 99%

Flipping the classroom in neurological bedside teaching: a prospective controlled study

et al. 2023

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Background Bedside teaching is essential to foster core clinical competences in medical education, especially in Neurology. However, bedside skills are declining and new concepts to enhance the effectiveness of bedside teaching are needed, also in view of limited in-person teaching possibilities in the ongoing pandemic situation. If theoretical knowledge is taught prior to in-person sessions this might allow to better focus on practical application aspects during bedside teaching. We thus aimed to answer the question to what extent such an approach can enhance the effectiveness of neurological bedside teaching. Methods In this prospective controlled study, neurological bedside courses following a traditional and a flipped classroom (FC) approach were compared with regards to their effects on theoretical knowledge and practical skills of medical students. Evaluations were obtained from 161 students and their lecturers participating in a neurological bedside teaching course at a German university hospital between October 2020 and July 2021. Students were randomly assigned to course dates. However, the 74 students assigned to course dates from May to July 2021 completed a mandatory online preparation course prior to the bedside teaching. These students served as the interventional group (IG) and the remaining 87 students formed the control group (CG). Ratings of knowledge and skills provided by the students and their lecturers on numerical rating scales served as primary outcome measures. Moreover, the time needed to recapitulate theoretical contents during the in-person teaching session was assessed as a secondary outcome measure. Group comparisons were performed using t-statistics. Results Theoretical knowledge upon entering the course was rated significantly higher in the IG by the students (p < 0.001) and lecturers (p = 0.003). Lecturers also rated the practical skills of students in the IG significantly higher (p < 0.001). Furthermore, significantly less time was needed to recapitulate theoretical contents during the in-person session in the IG (p = 0.03). Conclusions Using a FC approach enhances the effectiveness of in-person neurological bedside teaching. Thus, these concepts are particularly valuable in the ongoing pandemic situation. Moreover, they might allow to reuse e-learning contents developed during the pandemic and to develop future bedside teaching concepts.

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Bedside teaching during the COVID‐19 pandemic

Cited by 7 publications

References 3 publications

Perception versus reality: analysis of time spent on bedside rounds in an academic ICU (Intensive Care Unit)

Perception versus reality: analysis of time spent on bedside rounds in an academic ICU (Intensive Care Unit)

Perception Versus Reality: Analysis of Time Spent on Bedside Rounds in an Academic ICU (Intensive Care Unit)

Flipping the classroom in neurological bedside teaching: a prospective controlled study

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