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Note to users of this Presentation:

Note to users of this Presentation: Slides 8, 10, 13-18 have content derived from LRNA’s sent to the learner group prior to the session. These should be updated for each session. On slide 10, the footer “PSFMR 2010” should be replaced by the learner group and year of presentation.

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Presentation Transcript

  1. Note to users of this Presentation: Slides 8, 10, 13-18 have content derived from LRNA’s sent to the learner group prior to the session. These should be updated for each session. On slide 10, the footer “PSFMR 2010” should be replaced by the learner group and year of presentation

  2. “Medicine is learned by the bedside and not in the classroom.” Sir William Osler

  3. 94% “bedside teaching time is valuable” 82% of residents want MORE Crumlish CM, et al. Quantification of Bedside Teaching by an Academic Hospitalist Group. J Hospital Medicine 2009; 4:304-7.

  4. Bedside Teaching Your Name Here Your Organization

  5. Take home points • Everyone has something to offer • Make a road map • Stay attentive and flexible

  6. Objectives • Listed obstacles to bedside teaching • Identified advantages • Tried out models for bedside teaching • Found ways to overcome obstacles • Planned integration into rounds

  7. Who learns on rounds? Dale, E. Audiovisual Methods in Teaching, 1969, NY: Dryden

  8. So what’s stopping us??? • List obstacles to performing bedside rounds

  9. Barriers from the survey • Time, efficiency • Patient privacy • Fear of appearing incompetent • Inertia • Getting key people together

  10. Describe the up-side to bedside rounds

  11. What do people value about clinical bedside teaching? • Include pt in team • See/teach PE skills • Improve team communication • Promote discussion • ↑accurate info from ↓barrier w/ the pt • Pt-centered care • PE teaching • Interpersonal skills • Communication skills • Integrating clinical exam w/ dx & mgmt decisions Your organization, year Crumlish CM, et al. 2009

  12. How can we do it? • Follow a 12-step model • Follow a 3-domain model • Make up our own model

  13. Road maps and focused teaching • Pick one model • Pick a real case • Work through the steps Take 15 minutes

  14. Overcoming obstacles • Time, efficiency • Patient privacy • Fear of appearing incompetent • Inertia • Getting key people together

  15. Overcoming obstacles • Time, efficiency • Targeted learning points • Structured time and format • Patient privacy • Fear of looking like an idiot • Inertia • Getting key people together

  16. Overcoming obstacles • Time, efficiency • Patient privacy • Ask permission beforehand • Pt decides who stays/goes • Timing of rounds • Fear of looking like an idiot • Inertia • Getting key people together

  17. Overcoming obstacles • Time, efficiency • Patient privacy • Fear of looking like an idiot • EVERYONE has something to offer • Model professional communication • Inertia • Getting key people together

  18. Overcoming obstacles • Time, efficiency • Patient privacy • Fear of looking like an idiot • Inertia • Getting key people together

  19. Overcoming obstacles • Time, efficiency • Patient privacy • Fear of looking like an idiot • Inertia • Getting key people together

  20. Strategies to increaseBedside Teaching See handout

  21. Taking it to the Ward What can we commit to now?

  22. Objectives • Listed obstacles to bedside teaching • Identified advantages • Tried out models for bedside teaching • Found ways to overcome obstacles • Planned integration into rounds

  23. Take home points • Everyone has something to offer • Make a road map and follow it • Stay attentive and flexible

  24. Questions&Comments

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