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Teaching at the Bedside. Maximal Impact in Minimal Time.

Publication ,  Journal Article
Carlos, WG; Kritek, PA; Clay, AS; Luks, AM; Thomson, CC
Published in: Ann Am Thorac Soc
April 2016

Academic physicians encounter many demands on their time including patient care, quality and performance requirements, research, and education. In an era when patient volume is prioritized and competition for research funding is intense, there is a risk that medical education will become marginalized. Bedside teaching, a responsibility of academic physicians regardless of professional track, is challenged in particular out of concern that it generates inefficiency, and distractions from direct patient care, and can distort physician-patient relationships. At the same time, the bedside is a powerful location for teaching as learners more easily engage with educational content when they can directly see its practical relevance for patient care. Also, bedside teaching enables patients and family members to engage directly in the educational process. Successful bedside teaching can be aided by consideration of four factors: climate, attention, reasoning, and evaluation. Creating a safe environment for learning and patient care is essential. We recommend that educators set expectations about use of medical jargon and engagement of the patient and family before they enter the patient room with trainees. Keep learners focused by asking relevant questions of all members of the team and by maintaining a collective leadership style. Assess and model clinical reasoning through a hypothesis-driven approach that explores the rationale for clinical decisions. Focused, specific, real-time feedback is essential for the learner to modify behaviors for future patient encounters. Together, these strategies may alleviate challenges associated with bedside teaching and ensure it remains a part of physician practice in academic medicine.

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Published In

Ann Am Thorac Soc

DOI

EISSN

2325-6621

Publication Date

April 2016

Volume

13

Issue

4

Start / End Page

545 / 548

Location

United States

Related Subject Headings

  • Teaching Rounds
  • Point-of-Care Systems
  • Physician-Patient Relations
  • Patient Satisfaction
  • Humans
  • Education, Medical
  • 3202 Clinical sciences
  • 3201 Cardiovascular medicine and haematology
 

Citation

APA
Chicago
ICMJE
MLA
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Carlos, W. G., Kritek, P. A., Clay, A. S., Luks, A. M., & Thomson, C. C. (2016). Teaching at the Bedside. Maximal Impact in Minimal Time. Ann Am Thorac Soc, 13(4), 545–548. https://doi.org/10.1513/AnnalsATS.201601-018AS
Carlos, William G., Patricia A. Kritek, Alison S. Clay, Andrew M. Luks, and Carey C. Thomson. “Teaching at the Bedside. Maximal Impact in Minimal Time.Ann Am Thorac Soc 13, no. 4 (April 2016): 545–48. https://doi.org/10.1513/AnnalsATS.201601-018AS.
Carlos WG, Kritek PA, Clay AS, Luks AM, Thomson CC. Teaching at the Bedside. Maximal Impact in Minimal Time. Ann Am Thorac Soc. 2016 Apr;13(4):545–8.
Carlos, William G., et al. “Teaching at the Bedside. Maximal Impact in Minimal Time.Ann Am Thorac Soc, vol. 13, no. 4, Apr. 2016, pp. 545–48. Pubmed, doi:10.1513/AnnalsATS.201601-018AS.
Carlos WG, Kritek PA, Clay AS, Luks AM, Thomson CC. Teaching at the Bedside. Maximal Impact in Minimal Time. Ann Am Thorac Soc. 2016 Apr;13(4):545–548.

Published In

Ann Am Thorac Soc

DOI

EISSN

2325-6621

Publication Date

April 2016

Volume

13

Issue

4

Start / End Page

545 / 548

Location

United States

Related Subject Headings

  • Teaching Rounds
  • Point-of-Care Systems
  • Physician-Patient Relations
  • Patient Satisfaction
  • Humans
  • Education, Medical
  • 3202 Clinical sciences
  • 3201 Cardiovascular medicine and haematology