How to run a bedside teaching session

Alcolado, John

doi:10.12968/hmed.2018.79.2.c30

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…Teaching constitutes an essential part of a doctor's education, and is widely accepted by medical students, trainees and doctors [5,6], but it poses a series of ethical dilemmas and professional demands that must be carefully identified and adequately addressed. Even so, the medical education literature continues to lack substance relating to ethics in medical education, especially on medical clinical training involving actual patients and the ethical issues involved [5,7].…”

Section: Introductionmentioning

confidence: 99%

Medical Education: Patients’ Perspectives on Clinical Training and Informed Consent

Santos

Costa-Santos

Duarte

2022

IJERPH

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There are complex ethical dilemmas inherent to medicine teaching, particularly in clinical practice involving actual patients. Questions must be raised on fulfilling medical students’ training needs while still respecting patients’ fundamental rights to autonomy and privacy. We aimed to assess patients’ perspectives regarding medical students’ involvement in their medical care. An observational, cross-sectional study was developed, and a questionnaire was applied randomly to patients waiting for a consultation/admitted to three distinct departments: General Surgery, Obstetrics/Gynaecology, and Infectious Diseases. Of the 77% interviewed patients who reported previous experiences with medical students, only 59% stated that they were asked for consent for their participation, and 28% stated that students had adequately introduced themselves. Patients from Gynaecology/Obstetrics were the ones who reported lower rates of these practices and were also the ones who were most bothered by students’ presence, stating that they would be more comfortable without the presence of medical students. Male patients received more explanations than female patients regarding the same matters. Thirty-five percent of patients stated that they would feel more comfortable without the medical students’ presence. The study shows a need to pay closer attention to fulfilling patients’ fundamental rights.

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Section: Introductionmentioning

confidence: 99%

Medical Education: Patients’ Perspectives on Clinical Training and Informed Consent

Santos

Costa-Santos

Duarte

2022

IJERPH

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“…It can be interactive, relevant, targeted, timely and encourage critical thinking skills. 28 In medicine, bedside teaching is well established in the emergency department, 29 analogous to the teaching in the dental emergency clinic described herein. 30 And in relation to dental teachers it was noted that one aspect of good chairside teaching was to "Ensure good feedback to students -which ideally should be immediate" and "it should encourage reflective practice".…”

Section: Discussionmentioning

confidence: 96%

“…Bedside teaching has a number of positives – it is well understood to improve understanding, confidence and communication skills, 23 it has the potential to be one of the most effective modalities in medical education 24,25 and it can provide all the key elements known to be associated with effectual deep learning. It can be interactive, relevant, targeted, timely and encourage critical thinking skills 26 . In medicine, bedside teaching is well established in the emergency department, 27 analogous to the teaching in the dental emergency clinic described herein.…”

Section: Discussionmentioning

confidence: 98%

“…Number of medical conditions recorded for the patient sample with this medical conditionF I G U R E 6The 20 most common medications being taken by the patient sample skills 26. In medicine, bedside teaching is well established in the emergency department,27 analogous to the teaching in the dental emergency clinic described herein.In dentistry, chairside teaching and learning has been evaluated.In relation to stakeholders, including students, they report "It's really important to have a chance to think about what we have been taught and draw on it, learn from it.…”

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confidence: 99%

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Consolidating human disease learning in the Dental Emergency Clinic

Atkin

Simms

Ravindran

2022

Eur J Dental Education

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Dental undergraduates typically learn and are assessed on aspects of human disease (HD) in the early part of their programme, but it is not until later in the programme that their HD knowledge is put into practice when they provide courses of treatment for numerous patients over multiple visits. The teaching of HD provides core knowledge on medical conditions & medications and is therefore essential in allowing newly graduated dentists to provide safe treatment for medically-compromised patients or those taking medications. We wanted to examine the medical complexity of patients attending a university hospital dental emergency clinic to determine whether this was a suitable group that would help students to consolidate their HD learning in the context of a single visit where treatment was also provided. Materials and methods:We examined the medical history of 200 patients attending the dental emergency clinic in the University Dental Hospital, Cardiff using a previous study as a benchmark. Anonymous data was collected using the medical history proforma, and included age, gender, medications, types and number of medical conditions/disorders. Results:Patients attending the clinic were more medically complex that those in the comparator study and the demographics reflect wider population data showing increasing numbers of older patients with greater medical morbidity. Discussion/Conclusions:The emergency dental clinic is the place where most patients are new to the hospital, have a dental history, medical history, investigations, diagnosis and treatment in a single visit, and offers excellent opportunities for consolidating HD learning in a one-stop clinical treatment episode, guided by suitable instructors.

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Chairside learning on undergraduate clinics: general dental and human disease themes

Atkin,

Khan,

Simms

2024

Br Dent J

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Introduction Chairside teaching is an important part of dental undergraduate clinical education. Bedside teaching is well-reported in relation to undergraduate medicine but few publications relate to undergraduate dentistry.Aims and objectives To investigate the experience and benefits from chairside teaching/learning in the clinical years of a five-year dental programme in a UK university. We asked about general dental topic learning as well as human disease (HD) learning.Materials and methods An online survey gathered dental students' opinions on their recognition, knowledge and experience of chairside teaching/learning. We asked about clinics and clinicians and where they gained most from chairside teaching/learning. We encouraged free-text responses.Results Altogether, 127 students took part (62% response). Response rates approximated 60% for all three years. In total, 93% felt that chairside teaching/learning helped to a moderate/great extent for general dental topics and 73% felt that chairside teaching/learning helped to a moderate/great extent for HD topics. Free-text comments revealed students valued chairside teaching/learning and from which grade/level of staff they learned most.Discussion and conclusion Chairside teaching/learning is largely unreported and unrecognised in undergraduate education. Although not formally timetabled, enthusiastic staff with enough time to engage in chairside teaching can have a positive impact on student learning.

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How to run a bedside teaching session

Abstract: Cli nic al tea chi ng ma de eas y:A prac tical guid e to teach ing and learn ing in clini cal settin gs

Cited by 3 publications

References 7 publications

Medical Education: Patients’ Perspectives on Clinical Training and Informed Consent

Medical Education: Patients’ Perspectives on Clinical Training and Informed Consent

Consolidating human disease learning in the Dental Emergency Clinic

Chairside learning on undergraduate clinics: general dental and human disease themes

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