Bedside teaching

Kurt Kroenke, Deborah M. Omori, Frank J. Landry, Catherine R. Lucey

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

Background. Clinical teachers have been exhorted to 'return to the bedside' so that the three critical parties-teacher, trainee, and patient- can participate together in the educational encounter. The presence of the patient is deemed essential for the optimal demonstration and observation of physical examination, medical interviewing, and interpersonal skills, as well as role-modeling professional and humanistic behavior. Methods. This essay reviews the challenges inherent in bedside teaching and proposes strategies to enhance both the effectiveness and efficiency of such teaching. Results. Practical suggestions are provided regarding teaching issues (time constraints, group accommodation, selectivity, demonstration, observation, case presentations), learning climate for both teacher and learners, hospital and patient barriers, and selected other issues. Conclusions. Despite changes in the clinical setting and financing of medical education, patient-centered teaching will remain essential to the training of future clinicians. Techniques described in this paper can be useful in facilitating such bedside teaching.

Original languageEnglish
Pages (from-to)1069-1074
Number of pages6
JournalSouthern Medical Journal
Volume90
Issue number11
StatePublished - Nov 1997

Fingerprint

Teaching
Observation
Professional Role
Patient Education
Medical Education
Climate
Physical Examination
Learning
Efficiency

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Kroenke, K., Omori, D. M., Landry, F. J., & Lucey, C. R. (1997). Bedside teaching. Southern Medical Journal, 90(11), 1069-1074.

Bedside teaching. / Kroenke, Kurt; Omori, Deborah M.; Landry, Frank J.; Lucey, Catherine R.

In: Southern Medical Journal, Vol. 90, No. 11, 11.1997, p. 1069-1074.

Research output: Contribution to journalArticle

Kroenke, K, Omori, DM, Landry, FJ & Lucey, CR 1997, 'Bedside teaching', Southern Medical Journal, vol. 90, no. 11, pp. 1069-1074.
Kroenke K, Omori DM, Landry FJ, Lucey CR. Bedside teaching. Southern Medical Journal. 1997 Nov;90(11):1069-1074.
Kroenke, Kurt ; Omori, Deborah M. ; Landry, Frank J. ; Lucey, Catherine R. / Bedside teaching. In: Southern Medical Journal. 1997 ; Vol. 90, No. 11. pp. 1069-1074.
@article{4406af00104f4e6e961b1861fbe37095,
title = "Bedside teaching",
abstract = "Background. Clinical teachers have been exhorted to 'return to the bedside' so that the three critical parties-teacher, trainee, and patient- can participate together in the educational encounter. The presence of the patient is deemed essential for the optimal demonstration and observation of physical examination, medical interviewing, and interpersonal skills, as well as role-modeling professional and humanistic behavior. Methods. This essay reviews the challenges inherent in bedside teaching and proposes strategies to enhance both the effectiveness and efficiency of such teaching. Results. Practical suggestions are provided regarding teaching issues (time constraints, group accommodation, selectivity, demonstration, observation, case presentations), learning climate for both teacher and learners, hospital and patient barriers, and selected other issues. Conclusions. Despite changes in the clinical setting and financing of medical education, patient-centered teaching will remain essential to the training of future clinicians. Techniques described in this paper can be useful in facilitating such bedside teaching.",
author = "Kurt Kroenke and Omori, {Deborah M.} and Landry, {Frank J.} and Lucey, {Catherine R.}",
year = "1997",
month = "11",
language = "English",
volume = "90",
pages = "1069--1074",
journal = "Southern Medical Journal",
issn = "0038-4348",
publisher = "Lippincott Williams and Wilkins",
number = "11",

}

TY - JOUR

T1 - Bedside teaching

AU - Kroenke, Kurt

AU - Omori, Deborah M.

AU - Landry, Frank J.

AU - Lucey, Catherine R.

PY - 1997/11

Y1 - 1997/11

N2 - Background. Clinical teachers have been exhorted to 'return to the bedside' so that the three critical parties-teacher, trainee, and patient- can participate together in the educational encounter. The presence of the patient is deemed essential for the optimal demonstration and observation of physical examination, medical interviewing, and interpersonal skills, as well as role-modeling professional and humanistic behavior. Methods. This essay reviews the challenges inherent in bedside teaching and proposes strategies to enhance both the effectiveness and efficiency of such teaching. Results. Practical suggestions are provided regarding teaching issues (time constraints, group accommodation, selectivity, demonstration, observation, case presentations), learning climate for both teacher and learners, hospital and patient barriers, and selected other issues. Conclusions. Despite changes in the clinical setting and financing of medical education, patient-centered teaching will remain essential to the training of future clinicians. Techniques described in this paper can be useful in facilitating such bedside teaching.

AB - Background. Clinical teachers have been exhorted to 'return to the bedside' so that the three critical parties-teacher, trainee, and patient- can participate together in the educational encounter. The presence of the patient is deemed essential for the optimal demonstration and observation of physical examination, medical interviewing, and interpersonal skills, as well as role-modeling professional and humanistic behavior. Methods. This essay reviews the challenges inherent in bedside teaching and proposes strategies to enhance both the effectiveness and efficiency of such teaching. Results. Practical suggestions are provided regarding teaching issues (time constraints, group accommodation, selectivity, demonstration, observation, case presentations), learning climate for both teacher and learners, hospital and patient barriers, and selected other issues. Conclusions. Despite changes in the clinical setting and financing of medical education, patient-centered teaching will remain essential to the training of future clinicians. Techniques described in this paper can be useful in facilitating such bedside teaching.

UR - http://www.scopus.com/inward/record.url?scp=0030679715&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0030679715&partnerID=8YFLogxK

M3 - Article

C2 - 9386044

AN - SCOPUS:0030679715

VL - 90

SP - 1069

EP - 1074

JO - Southern Medical Journal

JF - Southern Medical Journal

SN - 0038-4348

IS - 11

ER -