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
• 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: Communication; Faculty, Medical - psychology; Faculty, Medical - standards; Formative Feedback; Humans; Inservice Training - organization & administration; Problem-Based Learning - methods; Problem-Based Learning - standards; Professional Competence - standards; Self-Assessment; Teaching - standards; Teaching Rounds - standards
• ISSN: 1087-2981

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