TY - JOUR
T1 - Innovative integrative bedside teaching model improves tutors' self-assessments of teaching skills and attitudes
AU - Gat, Itai
AU - Pessach-Gelblum, Liat
AU - Givati, Gili
AU - Haim, Nadav
AU - Paluch-Shimon, Shani
AU - Unterman, Avraham
AU - Bar-Shavit, Yochay
AU - Grabler, Galit
AU - Sagi, Doron
AU - Achiron, Anat
AU - Ziv, Amitai
N1 - Publisher Copyright:
© 2016 Itai Gat et al.
PY - 2016/1/1
Y1 - 2016/1/1
N2 - 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.
AB - 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.
KW - Clinical teaching
KW - Medical education
KW - Physician-patient communication
KW - Role model
KW - Standardized patients
UR - http://www.scopus.com/inward/record.url?scp=85007049134&partnerID=8YFLogxK
U2 - 10.3402/meo.v21.30526
DO - 10.3402/meo.v21.30526
M3 - Article
C2 - 26894587
AN - SCOPUS:85007049134
SN - 1087-2981
VL - 21
JO - Medical Education Online
JF - Medical Education Online
IS - 1
M1 - 30526
ER -