Twelve tips to improve bedside teaching.

Full Abstract

Bedside teaching has long been considered the most effective method to teach clinical skills and communication skills. Despite this belief, the frequency of bedside rounds is decreasing and it is believed that this is a major factor causing a sharp decline in trainees' clinical skills. Several barriers appear to contribute to this lack of teaching at the bedside and have been discussed extensively in the literature. Concern about trainees' clinical skills has led organizations such as the American Council for Graduate Medical Education (ACGME) and the WHO Advisory Committee on Medical training to recommend that training programs should increase the frequency of bedside teaching in their clinical curricula. Although obstacles to bedside teaching are acknowledged, this article in the '12 tips' series is a detailed description of teaching strategies that could facilitate a return to the bedside for clinical teaching.

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Author information

Author/s: Ramani, Subha (S);

Affiliation: Department of Medicine, Boston University School of Medicine, Boston 02118, USA. sramani(-atsign-)bu.edu

Journal and publication information

Publication Type: Journal Article

Journal: Medical teacher (Med Teach), published in England. (Language: eng)

Reference: 2003-Mar; vol 25 (issue 2) : pp 112-5

Dates: Created 2003/05/14; Completed 2003/09/04; Revised 2004/11/17;

PMID: 12745516, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Clinical Competence - standards
Clinical Medicine - education
Communication
Education, Medical - methods

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