Students’ and Teachers’ Perceptions of Factors Leading to Poor Clinical Skill Development in Medical Education: A Descriptive Study

Nandini, Chatterjee; Suvajit, Das; Kaushik, Madhulika; Chandan, C K

doi:10.1155/2015/124602

Cited by 5 publications

(6 citation statements)

References 8 publications

(9 reference statements)

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“…Another study reported that physical clinical environment is not suitable for teaching 16 .In this study only 27% students agreed that students' number were adequate which is similar to the study done by Islam et al(2010) 17 where 63.23% students reported that large number of students hampered their clinical teaching. According to Nandini C (2015 ) 18 , 94.74% students stated that large group of students around a patient and 73.7% students quoted that overcrowded unclean wards hamper their clinical teaching. Students usually between two and five are quoted as optimal number for bedside teaching 19 .…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Sultana¹,

Ara²,

Talukder³

et al. 2017

J. Bangladesh Coll. Phys.

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Introduction: Bedside teaching is the core teaching strategy in the clinical study in undergraduate medical education of Bangladesh. Many of the environments and opportunities available for bedside teaching and learning have changed. Students’ views about current status of bed side teaching in Obstetrics and Gynaecology was studied in this study.Methodology: This was a cross sectional study conducted in seven (three public and four private) medical colleges in Bangladesh from July 2012 to June 2013. A total 578, 5th year MBBS students were enrolled who have completed at least 15 days of bedside teaching in Obstetrics and Gynaecology department. A self-administered structured questionnaire (Annex 1) with a five point Likert scale (1- strongly disagree, 5-strongly agree) was used for obtaining information from the students. The questionnaire had four main sections- physical environment of bedside sessions, issues regarding patient’s comfort and attitude towards patient, teaching tasks, group dynamics and there was a space to write any other comments. Each section had a number of items and total 25 items were observed. For each variable frequency distribution, mean score and standard deviation (SD) were calculated. Here mean score 5- no need of further improvement, as it covered all the required criteria, 4 to <5- very minimum effort, 3 to <4- some effort, 2 to <3= moderate effort, 1to <2= considerable efforts are needed to fulfill the required criteria.Result: The overall mean score on physical environment factors was 2.75(.44), issues regarding patient’s comfort and attitude toward patient was 3.74(.48), teaching tasks was 3.12(.45) and group dynamics was 3.08(.21).Conclusion: In all aspects of bed side teaching minimum to moderate efforts are necessary to make it more effective. The administrators and teachers should ensure comfortable physical environment in bedside teaching and must learn how to involve patients and learners in the educational process. So along with training on general principles of teaching, the clinical teachers should be provided with special training on bedside teaching skills.J Bangladesh Coll Phys Surg 2017; 35(4): 163-169

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Section: Discussionmentioning

confidence: 99%

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Sultana¹,

Ara²,

Talukder³

et al. 2017

J. Bangladesh Coll. Phys.

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“…Anxiety, depression, and burnout associated with stress are psychological illnesses repeatedly mentioned in studies regarding not only dental professionals but also dental students [3][4][5][6]. Current data identify academic stress as a strong predictor of psychological well-being in medical and dental students, the heavy workload related to the demanding curricula, the frequent theoretical and practical examinations, the transition to clinical practice, and the necessity to acquire adequate clinical competencies and interpersonal skills, of great importance when dealing with a patient, being the most significant sources of stress from the student's perspective [7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Positive Well-Being and Academic Assessment: Results from a Prospective Study on Dental Students

Preoteasa

Axante

Cristea

et al. 2016

Education Research International

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Background. Presumably, the academic stress that builds throughout the academic year has a negative effect on dental students’ psychological well-being and may have a relationship with academic performance. This research aimed to analyse the variation of positive well-being in second-year dental students, across the academic semester, in relation to consecutive examinations as part of academic assessment system (1) and to observe the relationship between academic performance during semester evaluation period and dental students’ positive well-being (2).Methods. A prospective study was conducted on second-year dental students, data on positive well-being being collected with WHO-Five Well-Being Index (WHO-5), at the beginning of the semester and after three consecutive mandatory examinations.Results. One hundred and forty-six dental students were included (77% response rate). Repeated ANOVA showed a significant progressive decline of positive well-being over the semester, which was clinically significant for an important part of them. Students who performed better in the semester evaluation period registered higher well-being levels at the beginning of the semester but a more pronounced decline of it until the semester evaluation period.Conclusion. Based on this research, a relationship between positive well-being, academic assessments, and academic performance is suggested, when evaluating them in a prospective frame.

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“… 14 Nandini C et al identified large size group of students and lack of physical space due to overcrowding as limiting factors highlighted by students during their clinical training. 15 Between 2 to 5 is considered most appropriate number of participants for bedside clinical activity. 16…”

Section: Discussionmentioning

confidence: 99%

Bed side teaching: Student’s perception and its correlation with academic performance

2020

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Objective: To determine student’s perception of bedside clinical teaching and to correlate it with their performance in assessment. Methods: This cross-sectional study of correlational survey was conducted at Services Institute of Medical Sciences in September 2019, involving students of final professional year who filled a proforma to rate their bedside teaching experience during clinical rotations using rating scale. Mean scores of items were determined with score < 3 reflecting dis-satisfaction. Mean scores were compared between high and low performing students using student’s t test. Results: Total of 160 students participated. Physical environment domain was assigned lowest scores by students (mean 2.94±0.74) followed by teaching task by teachers (3.04±0.72), group dynamics (3.16±0.81) and patient comfort and attitude towards patient (3.87±0.60). Teaching task by teacher had maximum stems with scores < 3 needing significant improvement. Students with low academic performance were more unsatisfied with group dynamics of bedside teaching (p value 0.009), especially lack of equal opportunities of participation for every member (p value <0.000) in clinical rotations. Conclusion: Small size group with adequate space for bedside training and faculty training can enhance learning experience of students. Ensuring active participation of each group member during bedside learning can improve academic performance of students. doi: https://doi.org/10.12669/pjms.36.6.2120 How to cite this:Sarwar S, Aleem A, Nadeem MA. Bed side teaching: Student’s perception and its correlation with academic performance. Pak J Med Sci. 2020;36(6):---------. doi: https://doi.org/10.12669/pjms.36.6.2120 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Students’ and Teachers’ Perceptions of Factors Leading to Poor Clinical Skill Development in Medical Education: A Descriptive Study

Cited by 5 publications

References 8 publications

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

The Relationship between Positive Well-Being and Academic Assessment: Results from a Prospective Study on Dental Students

Bed side teaching: Student’s perception and its correlation with academic performance

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