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

• Published in: Medical education online 2016-01, Vol.21 (1), p.30526-11
• Main Authors: Gat, Itai, Pessach-Gelblum, Liat, Givati, Gili, Haim, Nadav, Paluch-Shimon, Shani, Unterman, Avraham, Bar-Shavit, Yochay, Grabler, Galit, Sagi, Doron, Achiron, Anat, Ziv, Amitai
• Format: Article
• Language: English
• Subjects: Biopsy; Chronic obstructive pulmonary disease; Clinical education; Clinical skills; clinical teaching; Clinical training; Colleges & universities; Communication; Communication skills; Education, Medical, Undergraduate - methods; Ethics; Family medical history; Formative Feedback; Funding; Health education; Humans; Inservice Training - organization & administration; Internal medicine; Internalization; Interpersonal skills; Interviewing; Interviews; medical education; Medical examinations; Medicine; Objectives; Parameters; Patient Simulation; Patients; Physical Examination; Physical examinations; physician-patient communication; Physician-Patient Relations; Physicians; Pretraining; Problem-Based Learning; Professional skills; Questionnaires; role model; Self evaluation; Self-Assessment; Simulation; Soft skills; standardized patients; Students; Teaching; Teaching - methods; Tutoring; Tutors; Work skills; Workshops
• ISSN: 1087-2981
• DOI: 10.3402/meo.v21.30526

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. 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. 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