Home Print this page Email this page
Users Online: 317
Home About us Editorial board Search Ahead of print Current issue Archives Submit article Instructions Subscribe Contacts Login 
ORIGINAL ARTICLE
Year : 2018  |  Volume : 6  |  Issue : 1  |  Page : 1-13

Residents and teaching physicians' perception about bedside teaching in non-clinical shift in the emergency department of King Abdul-Aziz Medical City, Jeddah, Saudi Arabia


Emergency Department, King Abdulaziz Medical City - National Guard, Jeddah, Saudi Arabia

Correspondence Address:
Azzah Aljabarti
Emergency Department, King Abdulaziz Medical City - National Guard, P. O. Box 9515, Jeddah 21423
Saudi Arabia
Login to access the Email id


DOI: 10.4103/jhs.JHS_6_17

Rights and Permissions

Introduction: Bedside teaching (BT) is teaching in the presence of the patients which allows direct observation of the learner. It is a very crucial educational modality, which has declined significantly over the last decades. It is under-utilised and under-studied in Emergency Medicine. Although time constraints in the emergency department (ED) is associated with efficient and effective patient management; it exerts a negative influence on the time spent on bedside teaching. Objective: To determine the residents' and teaching physicians' (TPs') perception about BT in non-clinical shift regarding: Clinical knowledge, data gathering, procedure performance, communication and constructive feedback. Methods: Quantitative, cross-sectional study was done at King Abdulaziz Medical City, ED. Two groups were formed: (learners N=30) and (TP N=20) total N=50. We used self-administered questionnaire and then the data was analysed using SPSS version 20.0. Demographic data and results were expressed by mean ±SD and percentage. Comparison was then made between the two groups by using T-test (P < 0.05). Results: There were 50 participants in this study and 100% filled the questionnaires. All 20 (100%) of TP have previous experience with BT vs. only 17 (58%) of the learners. The residents and TPs responded to benefits of the BT: on clinical knowledge with mean values of (4.63±0.41 vs. 4.76±0.37) respectively and on data gathering with mean values of (4.73±0.51 vs. 4.24±0.97) respectively. Forty-six percent of the learners and 20% of the TPs responded to the benefits on procedures; however, the mean values of (4.93±1.0 and 5.0±0.01) were reported from the residents and TPs respectively. Regarding communications, we got mean values of (4.65±1.25 vs. 4.18±0.46) respectively. In regards to giving constructive feedback, the two groups' perceptions gave mean values of (4.58±1.01 vs. 4.57±0.8) in the residents group vs. TPs. Conclusion: Based on the review of the learners and the TPs' perception, we concluded that BT in non-clinical shift is very effective to improve the learners' clinical knowledge, data gathering, communication skills and facilitates giving constructive feedback. However, the benefits regarding procedure performance is still an area that needs further investigation.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed138    
    Printed0    
    Emailed0    
    PDF Downloaded39    
    Comments [Add]    

Recommend this journal