Structuring Bedside Teaching Sarah Hunter Medical Education Fellow

Structuring Bedside Teaching Sarah Hunter Medical Education Fellow Medical Oncology Sp. R

Introduction • My background & bedside teaching • What to think about when structuring medical student bedside teaching: • Before the bedside • At the bedside • After the bedside

Before the Bedside 1: Patient Selection & Consent • Identification of patients: available, not too unwell, willing, no communication barriers, with capacity to consent • Prepare patients: gain informed consent, discuss plan for session (e. g. don’t tell students diagnosis until after examination!) • Prepare yourself: examine patient, look up diagnosis & history

Before the Bedside 2: Meet & Prepare Medical Students Away from Bedside In meeting room/ relatives’ room (quiet, calm, less interruptions) • Introductions • Aims & objectives of session: students and tutors • ‘what is bedside teaching? ’ • Ascertain current level of knowledge • **Build psychological safety** • Verbal student led recap of examination

Before the Bedside 3: Bedside Teaching Structure • Students choose between themselves who goes first • Usually ‘most confident’ student volunteers • Allocate roles: all involved, all asked for feedback • Examining student • Prompter 1+2 • Feedback students 1+2 (using mock OSCE mark scheme) * ‘Time-out’ at any time

At the Bedside 1: Examination • All students introduce themselves to patient • Examination takes place e. g. abdominal exam • with timeout/ prompts as required (students first, me if issues only) • Student presents examination findings

At the Bedside 2: Feedback & Learning • Feedback: from patient, (peers and me) • Consolidation of learning: • Identification of clinical signs if missed (all students listen/ feel if patient allows) • Demonstration of examination techniques if anything to improve • Patient explains diagnosis to students (if able/ appropriate) • Student (and patient) questions: ‘what questions do you have’

Away from bedside 1: Debrief and Learning • Further feedback (from peers and me) • Questions students unable to ask in front of patient • Brief discussion re patient’s diagnosis & management

Away from Bedside 2: End of session summary • ‘One thing you’ve learnt today’ • Verbal feedback on session • Signposting to further learning/ opportunities

Questions? Thank you