Abstract
Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.
Highlights
Bedside teaching of medical knowledge, attitudes, and skills plays an important role in modern medical education, even if it dates back to 300 years ago (Silvius, 17th C., Osler 19th C.)[1,2] It is a 3-stage-process, covering the following steps: introductory phase – “See”, practice phase – “Do”, and perfecting phase – “Repeat”
evidence-based practice (EBP) knowledge and skills can be taught in different ways; either by introducting separate courses, or integrating EBP into the existing medical curricula
The studies describing experience with development of information literacy have shown that if information-related skills are taught by librarians, the teaching process is more authentic and better accepted by students[8]
Summary
Bedside teaching of medical knowledge, attitudes, and skills plays an important role in modern medical education, even if it dates back to 300 years ago (Silvius, 17th C., Osler 19th C.)[1,2] It is a 3-stage-process, covering the following steps: introductory phase – “See”, practice phase – “Do”, and perfecting phase – “Repeat” (ref.[3]). The process of EBP is based on the pre-requisite that clinicians acquire, locate, evaluate and apply relevant high-quality medical information to a clinical question. Teachers must incorporate best evidence from the medical literature into bedside sessions, be aware of their limits and seek information specialist/librarian assistance to train students in getting effective MEDLINE searching skills to retrieve and locate best evidence[7]. Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity
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