A presentation discussing methods which can be deployed within a clinical setting by doctors to maximise the the teaching experience for medical students by the bedside.

1. Maximising Bedside
Teaching for Medical Students
Dr ImranAli
MBBS Bsc

2. Maximising bedside teaching -
On average, how long do we wait after asking
a medical student a question?

3. Only 0.9 seconds!
Maximising bedside teaching -

4. Introduction
Theory of learning - Blooms heirachy
Discussions
Purposeful observation and advance
organiser activity
Pendelton’s feedback model
Maximising bedside teaching -

5. Knowledge
List
Recall
Name
Define
Comprehension
Discuss
Describe
Explain
Identify
Locate
Application
Interpret
Apply
Illustrate
Operate
Demonstrate
Analysis
Distinguish
Test
Compare
Contrast
Debate
Synthesis
Compose
Design
Create
Manage
Evaluation
Judge
Assess
Rate
Revise
Estimate
Blooms Hierarchies
of learning

6. Socratic:
Discovering what
they know
Encouraging critical
thinking
Affective:
Investigating how
feelings might
influence motivation
to learn
Promoting Self
Direction:
Discovering
specifically what can
be done next
Didactic:
Telling
Discussions

7. Discussions
Closed
Open - Encourage higher order
thinking or f/u incorrect/impartial
answer
Give time to formulate response
Avoid answering own question
Maximising bedside teaching -

8. Purposeful Observation
Without structure learners risk
observing everything superficially or
different from that intended.
Advance organiser activity - Make
observation active
Gives structure to opportunistic
learning
Maximising bedside teaching -

9. Pendleton’s Feedback model
1. Clarify any points of information/facts
2. Learner identifies what went well
3. Teacher adds his/her observations
4. Learner identifies what went well and what would
be done differently next time
5. Teacher adds observations of what went less well
and offers recommendations
Maximising bedside teaching -