Ten rituals that may help to make bedside teaching rounds more patient centered

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

“…3 This includes orienting the learner to the plan for clinical teaching, getting buy-in from the learner, and setting relevant and achievable learning objectives by aligning the instructor's and learner's goals. 3,[18][19][20][21][23][24][25][26][27][28][29] Patients are integral to bedside teaching by delivering a unique perspective into their illness and educating learners about their disease course. The incorporation of patients into clinical teaching adds a level of complexity for preparation and planning.…”

“…40,43,44 Additionally, learners appreciate a positive attitude and enthusiasm for teaching, as well as candor from teachers about their own knowledge deficits. 18,27,45,46 Table 3 provides a summary of qualities considered by learners to be essential in an effective clinical teacher. 18,19,31,47,48…”

“…75 Using this technique, advanced learners can be challenged while still teaching novices by targeting teaching and communication to meet the learner's specific needs. 23,27,30,36,37,40,42,44,60,67,76 To determine a learner's existing knowledge, skills, and gaps, teachers can use probing questions (e.g., "why?" and "how would you approach…?")…”

“…Establishing a collegial and supportive teacher-learner relationship is essential to create a culture that promotes effective knowledge acquisition, professional growth, and lifelong learning habits. 20 , 27 , 36 – 38 Learners have a tendency to mirror the behavior of instructors they feel are professional and competent. In knowing this, instructors should demonstrate empathy and compassion, teaching both medical knowledge and professionalism skills.…”

“… 75 Using this technique, advanced learners can be challenged while still teaching novices by targeting teaching and communication to meet the learner’s specific needs. 23 , 27 , 30 , 36 , 37 , 40 , 42 , 44 , 60 , 67 , 76 To determine a learner’s existing knowledge, skills, and gaps, teachers can use probing questions (e.g., “why?” and “how would you approach…?”) to guide individualized, specific teaching to the learner, regardless of his or her level of training. 4 , 18 , 19 , 23 , 28 , 41 Low-level questions can be used to assess factual recall, while higher-level questions assess problem-solving skills, analysis, and synthesis of the information.…”