Clinical Teachers’ Opinions about Bedside-based Clinical Teaching

Objectives: In recent years, there has been a decline in estimated time spent on bedside teaching. The aim of this study was to evaluate clinical teachers’ perceptions and practice of, and approaches to, bedside teaching. Methods: The study site was Ninewells Hospital in Dundee, UK. A self-administered questionnaire was developed and piloted on full-time clinical academic university staff. Responses were solicited to 36 questions relating to teaching experience, familiarity with the 12 learning outcomes of Dundee Medical School s curriculum, and perception and practice of basic bedside etiquette. For each of these items, a comparison between consultants and specialist registrars (SPRs) was carried out. Results: Out of the 64 clinical teachers approached, 45 (70%) participated in the study: 26 of them (57.7%) were consultants and 19 (42.3%) SPRs. A total of 17 (65%) of the consultants had been trained to teach medical students at the bedside, while only 9 SPRs (47%) had had similar training. In addition, 13 consultants (50%) reported being familiar with Dundee Medical School s 12 learning outcomes, while only 7 (36%) SPRs were familiar with it. Obstacles reported by consultants and SPRs were groups of over 6 students (65% versus 61%, respectively), a limited number of patients with good clinical signs (67% versus 63%, respectively), a shorter length of stay in hospital (73% versus 68%, respectively), lack of privacy in crowded wards (76% versus 73%, respectively), and interruptions from telephones and visitors (57% versus 64%, respectively). Conclusion: Effective clinical teacher training and a thorough understanding of curriculum outcomes are crucial to successful bedside clinical teaching. Identifying obstacles to bedside clinical teaching will contribute to a more effective and efficient programme.