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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.


Practitioners’ perceptions regarding tutor's role during clinical education: pre- versus post-workshop. Appendix 2, part 2; N = 25; *p < 0.05 Wilcoxon test.
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Figure 0005: Practitioners’ perceptions regarding tutor's role during clinical education: pre- versus post-workshop. Appendix 2, part 2; N = 25; *p < 0.05 Wilcoxon test.

Mentions: Assessment of participants’ attitudes revealed a general significantly improved internalization of tutor's roles after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5, SD 0.5; p=0.002). Additionally, significant increase was found regarding the tutor's central role during student professional identity development as well as to teach clinical and communicational skills concomitant with a tendency to significant increase regarding tutor's responsibility to balance between students’ benefit and patient's interest (Fig. 5).


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)

Practitioners’ perceptions regarding tutor's role during clinical education: pre- versus post-workshop. Appendix 2, part 2; N = 25; *p < 0.05 Wilcoxon test.
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Figure 0005: Practitioners’ perceptions regarding tutor's role during clinical education: pre- versus post-workshop. Appendix 2, part 2; N = 25; *p < 0.05 Wilcoxon test.
Mentions: Assessment of participants’ attitudes revealed a general significantly improved internalization of tutor's roles after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5, SD 0.5; p=0.002). Additionally, significant increase was found regarding the tutor's central role during student professional identity development as well as to teach clinical and communicational skills concomitant with a tendency to significant increase regarding tutor's responsibility to balance between students’ benefit and patient's interest (Fig. 5).

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.