Maximising Bedside Teaching for Medical Students

Dr Imran AliMBBS Bsc

Maximising bedside teaching -

On average, how long do we wait after asking a medical student a question?

Only 0.9 seconds!

Maximising bedside teaching -

IntroductionTheory of learning - Blooms heirachy

Discussions

Purposeful observation and advance organiser activity

Pendelton’s feedback model

Maximising bedside teaching -

KnowledgeList

RecallNameDefine

ComprehensionDiscussDescribeExplainIdentifyLocate

ApplicationInterpret

ApplyIllustrateOperate

Demonstrate

AnalysisDistinguish

TestCompareContrastDebate

SynthesisCompose

DesignCreate

Manage

EvaluationJudgeAssessRate

ReviseEstimate

Blooms Hierarchies of learning

Socratic:Discovering what

they know Encouraging critical

thinking

Affective:Investigating how

feelings might influence motivation

to learn

Promoting Self Direction:Discovering

specifically what can be done next

Didactic:Telling

Discussions

DiscussionsClosed

Open - Encourage higher order thinking or f/u incorrect/impartial answer

Give time to formulate response

Avoid answering own questionMaximising bedside teaching -

Purposeful ObservationWithout structure learners risk observing everything superficially or different from that intended.

Advance organiser activity - Make observation active

Gives structure to opportunistic learning

Maximising bedside teaching -

Pendleton’s Feedback model1. Clarify any points of information/facts

2. Learner identifies what went well

3. Teacher adds his/her observations

4. Learner identifies what went well and what would be done differently next time

5. Teacher adds observations of what went less well and offers recommendations

Maximising bedside teaching -