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Mohammed Y Al-Naami
 Bedside teaching is considered as one of
the most important methods of teaching
 It is the most neglected and most deficient
 Many are haphazard, suboptimal, and
lacking intellectual excitement
 Communication skills are not usually
addressed in bedside teaching
 Lacks role modeling and students
1. Acquisition of knowledge & understanding
2. Acquisition of clinical and procedural skills
3. Acquisition of good communication skills
4. Ensures continuity of care from admission to
discharge of the patient
5. Learner should manage patients in a setting that
maximizes learning and minimizes risk to the
patients (tiredness, dissatisfaction, and harm)
6. Learner should be familiar with personnel
management, cost-effectiveness, and other
attributes (honesty, ethics, dress, etc.)

1. Positive attitude to teaching (motivation)

2. Friendly, helpful, and available teacher
3. Role modeling
4. Facilitate clinical reasoning
5. Demonstrate and supervise routine procedures
6. Evaluate learner’s performance and feedback

7. Encouragement of active participation

8. Emphasis on applied problem solving
9. Integration of basic and clinical sciences
10. Supervision of students performance
11. Teaching that provide stimulation &
12. Patient-oriented, not disease oriented
Bedside Teaching
1. Set your own objectives or plan
 Consider your own available time, duration
of bedside teaching, and no. of students
 Be realistic about what you can achieve
 Discuss your plan with the students before
 Keep record of cases already discussed
 Discuss with other colleagues your plan
Cont. Methodology
2. Provide a good teaching environment
 Bridging the gap between you & students

 Friendly and helpful manner to reduce the

natural and inevitable apprehensions

 Ideal surrounding atmosphere and lighting

Cont. Methodology
3. Ensure good communication
 Communication is the basis for learning
 Trust must exist between teacher & student,
and teacher or student & patient
 The teacher emphasis on developing the
learner’s sense of competence, self-esteem,
and appropriate responsibility
 Patient’s comfort, trust, assurance of help
Cont. Methodology
4. Set a good example (Role Modeling)
 This can be achieved by students watching
the teacher talking history, performing
physical examination, and discussing the
outcome and plans with the patient
 This opportunity is best demonstrated and
consolidated in outpatient clinics
Cont. Methodology
5. Involve the students
 They should have a chance to talk to the
patient, perform & demonstrate physical
signs and findings
 Present cases and answer questions
 Emphasis of teaching should be bedside
and patient-oriented not disease oriented
Cont. Methodology
6. Observe the student
 Lack of direct observation of student
interactions with patients is the trend
 Unfortunately, assessment depends on the
aspect above, which isn’t usually addressed
 Teachers should observe students without
interruptions unless necessary
 Provide feedback and corrections in a nice
and friendly manner without criticism
Evaluation of Bedside
1. Formative:

• Portfolios

2. Summative:

• Direct observation
(Long & Short Cases)