ABSTRACT
'Background: Teaching undergraduate students by bedside clinics has remained cornerstone of medical education because it imparts knowledge, teaches proper behaviour and can be used to teach skills effectively. Case based learning (CBL) is a newer modality of teaching in medical education. CBL involves preparing students for clinical practice through use of authentic clinical cases. 'Aim of the study is to study the effect of integration of case based learning and bed side clinic on motivation, deep thinking and cognitive improvement in final MBBS studentsMethods: The study group was undergraduate students of final MBBS posted for clinical posting in pediatric ward. The study was carried out on 59 students posted from March 2018 to September 2018. MCQ based pretest was done initially. The students were taught the topic by case based learning method for one hour. They were asked to take the case and bedside clinic was conducted. Relevant clinical examination was demonstrated to the students. Students were asked to practice the skills in front of the teacher. This was followed by the post-test and'' questionnaires.Results: 88.67% students thought that this method was motivating. 82.7 % students perceived that it increases deep thinking. 52.83% students showed more than 20% improvement in score of pre-test and post-test.Conclusions: Integration of case based learning with bed side clinic was associated with Better motivation of final year MBBS students and development of deep thinking in students.' 3. Significant change in cognitive learning in final MBBS students.
ABSTRACT
Bedside teaching for resident standardized training in the department of anesthesiology should be highly efficient,practical and individualized.Therefore,in bedside teaching,we must break the tradition and innovate the forms and methods.Interactive teaching mode organically combines the advantages of four learning modes together such as problem-based,patient-focused,disease-centered and learnerfocused learning.This method can greatly motivate the learners to take part in analyzing and resolving the clinical questions and will be beneficial to the training of their clinical thinking.
ABSTRACT
Neurology is a relatively difficult subject in all medical subjects, to which medical students, interns and low qualification residents generally have a kind of fear, called neurophobia. Through such teaching methods as bedside teaching, problem and case oriented group discussions, mini-lectures and net-work communication, and combined with the specific case and imaging data, our teaching and research section helps students consolidate the basic knowledge of neuroanatomy, grasp the physical examination of the nervous system, and cultivate their thinking of positioning and qualitative diagnosis, so as to enable them to achieve better learning effect in the shortest practice time when they are in clinical neurological depart-ment, and help them to overcome neurophobia.
ABSTRACT
Objective To investigate the application effect of the new trinity teaching mode of clinical practice,which combines bedside teaching,simulation teaching and web-based teaching to-gether. Methods Totally 375 students of clinical medicine,enrolled into Guangzhou Medical Univer-sity in 2006,were randomly divided into department I of clinical medicine (control group,188 stu-dents)and department II of clinical medicine (experimental group,187 students). The students of these two groups were taught respectively with the conventional bedside teaching mode and the trinity teaching mode. Then at the end of clinical practice,assessment results of comprehensive theory and clinical skill in the graduation exam were compared by t test (significance level α=0.05)using SPSS 17.0 software and the questionnaire results of students in experimental group were analyzed. Results There were statistical differences in comprehensive theory and clinical skill assessment scores between two groups(P<0.05). The questionnaire survey showed an approval rate of 92.73%(153/165)for trini-ty teaching mode. Conclusions Facing the shortage of clinical teaching resources,the trinity teach-ing mode is better than the simple bedside teaching mode. The trinity teaching mode can alleviate the pressure brought by the lack of clinical teaching resources at present,create more learning and prac-ticing opportunities for students,and improve the effects of clinical practice teaching.
ABSTRACT
Posiblemente la enseñanza al lado de la cama del paciente sea tan antigua como la medicina misma. Grandes maestros de la medicina como F. Silvio o Sir W. Osler abogaron por un uso intenso de la misma destacando sus virtudes. En la era moderna, se le reconoce a la enseñanza en las recorridas múltiples aspectos que no pueden ser enseñados en el aula, como el aprendizaje de las habilidades de la comunicación, de la exploración física, la enseñanza de los aspectos humanísticos, etc., pero también múltiples barreras que dificultan una exitosa implementación. En este artículo, se detallan las barreras que con mayor frecuencia impiden que el docente promueva un aprendizaje significativo y profundo, y una serie de propuestas prácticas que favorecen su adecuada implementación. (AU)
Possibly, bedside teaching in medicine is as old as medicine itself. Through history, well-known professors like F. Silvio and Sir W. Osler considered the strength of this teaching strategy and promoted it extensively. In the modern age, it is recognized that bedside teaching covers a variety of aspects that can not be taught in the classroom, such as learning of communication skills, physical examination, etc.; but at the same time, multiple barriers to its successful implementation have been identified. In this article, we describe the most common barriers that teachers should overcome to promote a meaningful and deep learning; as well as a series of practical proposals that are indicated to favour a proper implementation.(AU)
Subject(s)
Humans , Teaching , Clinical Medicine/methods , Clinical Competence , Education, MedicalABSTRACT
To improve the quality of the pediatric education in clinical clerkship and to bring us more in line with international practice,we applied the PBL bedside teaching in the clini-cal clerkship of the pediatric education.Compared with the traditional bedside teaching,better re-sults could be obtained with improvement in the consciousness of study,communication skill,the combination of basic and clinical knowledge,and the establishment of the clinical thought and evi-dence-based thought.
ABSTRACT
To investigate the status of ethics education in Japanese medical schools, a self-administered questionnaire was sent to all 80 medical schools in 1995. Sixty-four (80.0%) medical schools responded, of which 60 answered they offer or will offer courses in which medical ethics topics are taught. Most classes are compulsory and are held before bedside teaching begins. Nineteen medical schools have separete medical ethics courses, and the others have medical humanities courses in which medical ethics are taught as part of the course. The respondents rated “the physician's duty, ” “informed consent, ” and “patients' rights” as the three most important topics that should be taught to medical students.
ABSTRACT
Psychiatric bedside teaching has been employed for undergraduate students at our department since 1980. The reports of individual students on bedside teaching are compiled as a booklet entitled Medicine Based on Human Communication that is given to the students at graduation every year. The goals of bedside teaching have been accepted by students in general, and bedside teaching also appears to be useful for attitude education. Students find values in bedside teaching which differ from those of other medical subjects.