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

Gat I, Pessach-Gelblum L, Givati G, Haim N, Paluch-Shimon S, Unterman A, Bar-Shavit Y, Grabler G, Sagi D, Achiron A, Ziv A - Med Educ Online (2016)

Bottom Line: 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.Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (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).

View Article: PubMed Central - PubMed

Affiliation: MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel.

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 pre-training (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.

No MeSH data available.


Preparation for BST.
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Figure 0002: Preparation for BST.

Mentions: The fundamental principal of the BST model is strict adherence to the three stages of clinical teaching – preparation, BST, and debriefing. Each stage has its own emphases and objectives (10, 11). The discrepancy between the ‘pre-’ and ‘post-’ patient encounter enables to focus BST on meeting objectives in order to accomplish a comprehensive and professional medical educational process.


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

Gat I, Pessach-Gelblum L, Givati G, Haim N, Paluch-Shimon S, Unterman A, Bar-Shavit Y, Grabler G, Sagi D, Achiron A, Ziv A - Med Educ Online (2016)

Preparation for BST.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4759835&req=5

Figure 0002: Preparation for BST.
Mentions: The fundamental principal of the BST model is strict adherence to the three stages of clinical teaching – preparation, BST, and debriefing. Each stage has its own emphases and objectives (10, 11). The discrepancy between the ‘pre-’ and ‘post-’ patient encounter enables to focus BST on meeting objectives in order to accomplish a comprehensive and professional medical educational process.

Bottom Line: 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.Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (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).

View Article: PubMed Central - PubMed

Affiliation: MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel.

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 pre-training (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.

No MeSH data available.