Residents and teaching physicians' perception about bedside teaching in non-clinical shift in the emergency department of King Abdul-Aziz Medical City, Jeddah, Saudi Arabia

AL-Jabarti, Azzah

doi:10.4103/jhs.jhs_6_17

Cited by 2 publications

(3 citation statements)

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“…There is common agreement among researchers on the effectiveness of using BST in medical education (Aljabarti, 2018). Nevertheless, it has been reported that this method of teaching has been declining during the last two decades.…”

Section: Bedside Teaching In the Literaturementioning

confidence: 99%

“…However, what makes the teaching in BST different from other teaching settings in education, such as the classroom, is the fact that the BST session is conducted in real-life situations with the presence of real medical cases. Such authentic situations provide a chance for students to ask relevant questions related to the history of a medical case, to develop physical examination skills in a sympathetic manner and to model professional behaviors, skills and attitudes (Aljabarti, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Instructional Strategies in Bedside Teaching Sessions in Public Sector Hospitals in Iraq

Mohammad

Paramasivam

Darmi

et al. 2022

MJSSH

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Bedside teaching is an effective and commonly used teaching method in medical education. However, few studies have analyzed the language and instructional strategies used during real-life interactions in bedside teaching sessions. Past research investigated the effectiveness of bedside teaching methods from medical instructors’ and students’ perspectives and the influences of the relationships between instructors and students on the success of this teaching method. This study sheds light on the discourse of bedside teaching in Iraqi hospitals from a linguistic perspective. The data were collected qualitatively in the form of 26 video recordings of medical instructors and medical students in interactions in two public hospitals in the Kurdistan region of Iraq during bedside teaching sessions and were analyzed in a mixed method technique. Discourse analysis was the research design and Nilsson et al. (2010) classification for instructional strategies was used as the analytical framework of the study. The findings revealed that seven instructional strategies associated with various pragmatic functions were employed by the instructors. The findings imply that the use of proper and effective instructional strategies that suit communicative medical events would have an impact on the understanding, expectations, and situational needs of medical students. The findings have pedagogical implications relevant to the fields of medical education and applied linguistics. This study represents a pioneering attempt to analyze bedside teaching sessions in an Iraqi context. It could therefore form a basis and starting point for future research in the fields of medical education and applied linguistics.

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Section: Bedside Teaching In the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Instructional Strategies in Bedside Teaching Sessions in Public Sector Hospitals in Iraq

Mohammad

Paramasivam

Darmi

et al. 2022

MJSSH

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“…In the Surgery block of the undergraduate course at the Unaizah College of Medicine, Qassim University, Saudi Arabia, bedside clinical teaching sessions are conducted regularly at King Saud Hospital, Unaizah, which is a secondary level health care facility. But there has been no previous study to analyse this teaching tool ever since it was commissioned in 2012 though such studies have been conducted in other medical colleges in the kingdom [12][13]. It was against this background, that the current study was undertaken as a pilot project, to assess the weaknesses and strengths of the bedside teaching from students' perspective.…”

Section: Introductionmentioning

confidence: 99%

Bedside Teaching in Undergraduate Surgical Education: A Pilot Study of Students’ Perspective

Alfehaid

2024

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Background. Bedside teaching is an important tool in medical education. In recent years, studies have shown that this tool has witnessed gradual deterioration due to various reasons. Hence this pilot study was conducted to assess the students’ perspective about this tool and suggest remedies for the deficiencies. Methodology. An anonymous questionnaire was designed and students were requested to register the response offline. Data was analysed and inferences made. Results. Various deficiencies were highlighted by the students that require correction and improvement. Unavailability of suitable patients is a significant barrier. Communication skills and understanding of infection control protocols had got improved in 84% and 94% students respectively. Half of the students were fully satisfied or satisfied with the overall conduct of the bedside teaching and the other half were either partially satisfied or dissatisfied. Conclusion. There is a need to improve bedside teaching in Undergraduate Surgery course. Simulation sessions need to be devised and enhanced. Faculty development sessions to train the teachers are required.

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Residents and teaching physicians' perception about bedside teaching in non-clinical shift in the emergency department of King Abdul-Aziz Medical City, Jeddah, Saudi Arabia

Cited by 2 publications

References 0 publications

Instructional Strategies in Bedside Teaching Sessions in Public Sector Hospitals in Iraq

Instructional Strategies in Bedside Teaching Sessions in Public Sector Hospitals in Iraq

Bedside Teaching in Undergraduate Surgical Education: A Pilot Study of Students’ Perspective

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