Barriers to Bedside Teaching: A Cross-Sectional Comparative Survey of Students and Faculty

Authors

  • Shazia Nisar Department of General Medicine, Pak Emirates Military Hospital/National University of Medical Sciences (NUMS), Rawalpindi Pakistan
  • SH Waqar Department of Surgery, Pakistan Institute of Medical Sciences, Islamabad Pakistan

DOI:

https://doi.org/10.51253/pafmj.v74i5.5061

Keywords:

Bedside teaching, Clinical faculty, Students.

Abstract

Objective: To identify the barriers to bedside teaching among students and clinical faculty.

Study Design: Cross sectional comparative study.

Place and Duration of Study: Pak Emirates Military Hospital, Rawalpindi Pakistan, from Dec 2019 to Jun 2020.

Methodology: The study participants included undergraduate students, postgraduate students and clinical faculty members. A self-designed questionnaire listing 25 common barriers to bedside teaching was distributed after pilot testing.

Results: The total number of participants was 160, out of which 78(48.75%) were males, and 82(51.25%) were females. There were 40 respondents in each of the categories of consultants, postgraduate trainees and 80 in the undergraduate student category. Twenty consultants (50%) were from Medicine and Allied specialties, 10(25%) from Surgical and Allied specialties while 10(25%) did not mention their specialty. Majority of postgraduate trainees 33(82.5%) were from Medicine and Allied specialties. Significant difference (p-value=0.004) was revealed among students and faculty regarding barriers to bedside teaching. Bedside teaching was accorded more value by faculty (p-value=0.026). Faculty deemed ambiguity in curriculum as a more important barrier as compared to the students (p-value=0.037). Common barriers identified by students were inadequate time allocation (p-value<0.001), large student groups (p-value<0.001), performance pressure on faculty (p-value=0.004), lack of problem solving skill teaching (p-value=0.028) and insufficient feedback (p-value=0.044).

Conclusion: Students as well as faculty value the role of bedside teaching in medical education but are cognizant of significant barriers in its execution. There are a number of common impediments that are narrated by both groups but students accord more importance to larger gro

Downloads

Download data is not yet available.

References

Peters M, ten Cate O. Bedside teaching in medical education: a literature review. Perspect Med Educ 2014; 3(2): 76-88.

Doherty EG, Brodsky D. Bedside teaching: rediscovering a lost art. Neo Rev 2012; 13(5): e271.

Mosalanejad L, Hojjat M, Gholami M. A holistic approach to bedside teaching from the views of main users. Middle East J Nurs 2014; 8: 24‑29.

Garout M, Nuqali A, Alhazmi A, Almoallim H. Bedside teaching: an underutilized tool in medical education. Int J Med Educ 2016; 7: 261-262.

Crumlish CM, Yialamas MA, McMahon GT. Quantification of bedside teaching by an academic hospitalist group. J Hosp Med 2009; 4(5): 304-307.

Rousseau M, Könings KD, Touchie C. Overcoming the barriers of teaching physical examination at the bedside: more than just curriculum design. BMC Med Educ 2018; 18(1): 302.

Williams KN, Ramani S, Fraser B, Orlander JD. Improving bedside teaching: findings from a focus group study of learners. Acad Med 2008; 83(3): 257-264.

Asani M. Bedside teaching: An indispensable model of patient-centred teaching in undergraduate medical education. Nigerian J Basic Clinical Sci 2014; 11(2): 57.

Ramani S, Orlander JD, Strunin L, Barber TW. Whither Bedside Teaching? A Focus‐group Study of Clinical Teachers. Acad Med 2003; 78(4): 384-390.

Khan IA. Bedside Teaching-Making It An Effective Instructional Tool. J Ayub Med Coll Abbottabad 2014; 26(3): 286-289.

Narayanan V, Nair BR. The value of bedside teaching in undergraduate medical education: a literature review. Med Ed Publish 2020 ; 9.

Holla R, Shrisha M, Unnikrishnan B, Sharma N, Janani S, Thapar R et al. Facilitators And Barriers For Bedside Teaching In The Teaching Hospitals Of Coastal South India. Asian J Pharm Clin Res 2015. 8(2): 271-273.

Rockey NG, Ramos GP, Romanski S, Bierle D, Bartlett M, Halland M. Patient participation in medical student teaching: a survey of hospital patients. BMC Med Educ 2020; 20: 1-9.

Shehab A. Clinical teachers’ opinions about bedside-based clinical teaching. Sultan Qaboos Univ Med J 2013; 13(1): 121.

Olasoji HO, Mu’azu AB, Garba MH. A study of clinical teachers’ attitude to teaching and perceived learning needs in a medical college in Nigeria. Adv Health Sci Educ Theory Prac 2019; 10: 605-617.

Babayev R, Tortez L, Kozikowski A, Wolf-Klein G, Loehner J, Dlugacz Y, et al. Attending physicians’ attitudes towards physical exam and bedside teaching. Med Ed 2016; 5.

Mangione S. Cardiac auscultatory skills of physicians-in-training: a comparison of three English-speaking countries. Am J Med 2001; 110(3): 210-216.

Tariq M, Motiwala A, Ali SU, Riaz M, Awan S, Akhter J. The learners' perspective on internal medicine ward rounds: a cross-sectional study. BMC Med Educ 2010; 10(1): 53.

Alpert JS. Some thoughts on bedside teaching. Am J Med 2009 Mar 1; 122(3): 203-204.

Schüttpelz-Brauns K, Narciss E, Schneyinck C, Böhme K, Brüstle P, Mau-Holzmann U, et al. Twelve tips for successfully implementing logbooks in clinical training. Med Teach 2016; 38 (6): 564-569.

Nandini C, Suvajit D, Kaushik M, Chandan C. Students’ and teachers’ perceptions of factors leading to poor clinical skill development in medical education: a descriptive study. Edu Res Int 2015; 78: 8-53.

Al-Swailmi FK, Khan IA, Mehmood Y, Al-Enazi SA, Alrowaili M, Al-Enazi MM. Students’ perspective of bedside teaching: A qualitative study. Pak J Med Sci 2016; 32(2): 351.

Beigzadeh A, Bahaadinbeigy K, Adibi P, Yamani I. Identifying the challenges to good clinical rounds: A focus-group study of medical teachers. J Adv Med Educ Prof 2019; 7(2): 62.

Young L, Orlandi A, Galichet B, Heussler H. Effective teaching and learning on the wards: easier said than done? Med Educ 2009; 43(8): 808-817.

Gray D, Cozar O, Lefroy J. Medical students' perceptions of bedside teaching. Clin Teach 2017; 14(3): 205-210.

Downloads

Published

31-10-2024

Issue

Section

Original Articles

How to Cite

1.
Nisar S, SH Waqar. Barriers to Bedside Teaching: A Cross-Sectional Comparative Survey of Students and Faculty. Pak Armed Forces Med J [Internet]. 2024 Oct. 31 [cited 2024 Dec. 3];74(5):1245-50. Available from: https://pafmj.org/PAFMJ/article/view/5061