BEDSIDE TEACHING
Prof . B. K. Nair
Ms. J. Coughlan
Prof. M J. Hensley
Discipline of Medicine, Faculty of Medicine & Health Sciences, University of Newcastle
What is it?
Patients like it
Students like it
Students need it
Students want more of it
Teachers like it and can not do it
What should we do about it?
(Osler 1849-1919)
Group: Response
Experience:
Up to Yr 4
Yr 5 Students
Up to Yr 5
Interns
Communication Skills
Obtaining Medical Histories
Conducting Physical Examinations
Applying Basic Science Knowledge
Record Keeping
Evidence-based Medicine
Self-Directed Learning
Time Management
Male 26 22 23 71
Female 52 36 41 129
Total 78 58 64 200
80
70
60
50 Student
40 Intern
30 Resident
20 All
10
0
Bed C'dor Conf rm Combo Other
100
80
60 Students
% Interns
40 Residents
20
0
Effective Enough
100
90
80
70
60 Student
% 50 Intern
40 Resident
30
20
10
0
Effective Enough
100
90
80
70
% 60 Student
50 Intern
40 Resident
30
20
10
0
Effective Enough
n=37 n=26 n=23 n=27 n=25 n=25
100
90
80
70
% 60 Student
50 Intern
40 Resident
30
20
10
0
Effective Enough
n=32 n=31 n=25 n=14 n=13 n=15
Understanding 68 32 0
Enjoy BST 77 17 6
Anxious 17 83 0
Inappropriate discussion 7 93 0
Forewarning 37 63 0
Breach of confidentiality 12 86 2
Recommend to other patients 84 11 5
BST Definition:
• All patient related teaching including
inpatients, outpatients, theatre & rooms.
Three sections:
1 Respondent details
(time practicing medicine, specialty)
3 Hindrances to BST
Communication Skills
Obtaining Medical Histories
Conducting Physical Examinations
Applying Basic Science Knowledge
Record Keeping
Evidence-based Medicine
Self-Directed Learning
Time Management
Medicine 5 58 32 65
Surgery 2 12 14 28
O&G 2 5 9 16
Paeds 0 3 5 8
Anaes/ICU 0 0 3 3
Total 9 48 63 120
100
90
80
70
60
% 50 Teacher
Student
40
30
20
10
0
Combo Conference Bed Corridor
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Understand
Not in Bed
Clin Skills
Basic Sci
Support
Pt Anxiety
Noise
Time
Own
Discipline of Medicine, Faculty of Medicine & Health Sciences, University of Newcastle
Other Hindrances
100 Students
90 Teachers
80
70
60
% 50
40
30
20
10
0
Time Mx
History
Communicat
EBM
SDL
Record
Science
Physcial
Keep
Basic
Exam
ion
Focused teaching
Diagnose patient
Diagnose learner
Targeted teaching
Role modeling
Feed back
100
90
80
70
60 Students
% 50 Interns
40 Residents
30
20
10
0
Effective Enough
Agree 69 18 6 93
Disagree 2 2 0 4
Neither 2 0 1 3
Total 73 20 7 100
Agree 28 47 5 80
Disagree 2 2 2 6
Neither 2 10 2 14
Total 32 59 9 100
100
90
80
70
60
%
50
40
30
20
10
0
St Agree Neither St Disagree
Enough BST
Agree 14 38 2 54
Disagree 3 11 2 15
Neither 4 23 3 30
Total 21 72 7 100
Enough BST
Agree 23 38 4 64
Disagree 2 7 1 10
Neither 6 15 5 26
Total 31 59 10 100
Enough BST
Agree 35 19 8 62
Disagree 9 5 2 17
Neither 11 8 3 22
Total 56 32 13 100
80
60
%
40
20
0
St Agree Neither St Disagree
80
60
%
40
20
0
St Agree Neither St Disagree
100
90
80
70
60
% 50
40
30
20
10
0
St Agree Neither St Disagree
100
90
80
70
% 60
50
40
30
20
10
0
St Agree Neither St Disagree
100
90
80
70
60
% 50
40
30
20
10
0
St Agree Neither St Disagree