Abstract
Bedside teaching is an important and established learning tool in medical education. However there is a decline in bedside teachings over the years throughout the world including Nepal, due to advancement in medical technology, clinical skills labs and simulation techniques. This study aimed to find out the perception of Nepalese medical students towards different domains of bedside teaching. This was a descriptive cross-sectional study. A questionnaire consisting of Likert scale, open ended and closed ended questions was developed on different aspect of bedside teaching and the filled questionnaires were included for analysis. Three hundred and six questionnaires were included. Almost all of medical students responded that bedside teaching is a useful learning modality in clinical teaching 304 (99.3%) and provides active learning in real context 291 (95%). The majority of medical students 233 (76%) were satisfied with the steps of history taking, examination followed by management discussion employed at bedside teaching. The students 223 (73%) were satisfied, how to elicit signs following demonstration of clinical exam by teachers at bedside. However majority 196 (64%) felt lack of individual opportunity at bedside. According to students, focussing more on practically oriented clinical skills with proper supervision would improve learning while hindering factors were large number of students and patient's uncooperativeness. Good communication was considered the best method of alleviating patient discomfort at bedside teaching in this study. The study concluded that medical students have positive response and learning attitudes towards different aspects of bedside teaching.
Highlights
Bedside teaching is an important and established learning tool in medical education
Almost all 304 (99.3%) of medical students considered that bedside learning is a useful learning tool in medicine and the duration of which should be around 143 min per session (SD±67 min with minimum of 25 and maximum of 420 min)
This study found that medical students had positive feelings about bedside teaching; in that they are useful method of learning in medicine and contribute to learn medicine actively in real context and helps to understand ethical, moral values and patient’s feelings
Summary
Bedside teaching is an important and established learning tool in medical education. This study aimed to find out the perception of Nepalese medical students towards different domains of bedside teaching. Dhakal et al.Perceptions of Medical Students about Bedside Teaching in a Medical School of medical education, it constitutes of less than 16% of the time spent on teaching rounds.[2] a famous medical educationist said “bedside teaching can only be a good thing”,3 it is evident to seek contextual answers as to why there is a decline in bedside learning even in Nepal and to take opinion of one party of this learning process, the medical students. The objectives of this study were to identify the perceptions of medical students towards different aspects of bedside learning, to identify barriers and to identify or establish factors that could improve learning at bedside at a medical school in Nepal
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