Innovative integrative bedside teaching model improves tutors' self-assessments of teaching skills and attitudes

Itai Gat, Liat Pessach-Gelblum, Gili Givati, Nadav Haim, Shani Paluch-Shimon, Avraham Unterman, Yochay Bar-Shavit, Galit Grabler, Doron Sagi, Anat Achiron, Amitai Ziv

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Introduction: Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners' self assessment of teaching skills and perceptions. Methods: One-day tutor training workshop included theoretical knowledge supplementation regarding tutors' roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results: Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pretraining (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion: Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment.

Original languageEnglish
Article number30526
JournalMedical Education Online
Volume21
Issue number1
DOIs
StatePublished - 1 Jan 2016
Externally publishedYes

Keywords

  • Clinical teaching
  • Medical education
  • Physician-patient communication
  • Role model
  • Standardized patients

ASJC Scopus subject areas

  • Education

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