当前位置： SCI文献检索 > TEACHING AND LEARNING IN MEDICINE期刊下所有文献 > Human dimensions in bedside teaching: focus group discussions of teachers and learners.

Human dimensions in bedside teaching: focus group discussions of teachers and learners.

Abstract：

BACKGROUND:Clinical teaching has moved from the bedside to conference rooms; many reasons are described for this shift. Yet, essential clinical skills, professionalism, and humanistic patient interactions are best taught at the bedside. PURPOSE:Clinical teaching has moved from the bedside to conference rooms; many reasons are described for this decline. This study explored perceptions of teachers and learners on the value of bedside teaching and the humanistic dimensions of bedside interactions that make it imperative to shift clinical teaching back to the bedside. METHOD:Focus group methodology was used to explore teacher and learner opinions. Four teacher groups consisted of (a) Chief Residents, (b) Residency Program Directors, (c) skilled bedside teachers, and (d) a convenience group of other Department of Medicine faculty at Boston University School of Medicine. Six learner groups consisted 2 each of 3rd-year students, PGY1 medicine residents, and PGY2 medicine residents. Each discussion lasted 60 to 90 minutes. Sessions were audiotaped, transcribed, and analyzed using qualitative methods. RESULTS:Teachers and learners shared several opinions on bedside teaching, particularly around humanistic aspects of bedside interactions. The key themes that emerged included (a) patient involvement in discussions, (b) teachers as role models of humanism, (c) preserving learner autonomy, (d) direct observation and feedback of learners at the bedside, (e) interactions with challenging patients, and (e) admitting limitations. Within these themes, participants noted some behaviors best avoided at the bedside. CONCLUSIONS:Teachers and learners regard the bedside as a valuable venue in which to learn core values of medicine. They proposed many strategies to preserve these humanistic values and improve bedside teaching. These strategies are essential for true patient-centered care.

journal_name

Teach Learn Med

journal_title

Teaching and learning in medicine

authors

Ramani S,Orlander JD

doi

10.1080/10401334.2013.827979

subject

Has Abstract

pub_date

2013-01-01 00:00:00

pages

312-8

issue

4

eissn

1040-1334

issn

1532-8015

journal_volume

25

pub_type

杂志文章

相关文献

TEACHING AND LEARNING IN MEDICINE文献大全
  • An Extended Validity Argument for Assessing Feedback Culture.

    abstract：UNLABELLED:NEGEA 2015 CONFERENCE ABSTRACT (EDITED): Measuring an Organization's Culture of Feedback: Can It Be Done? Steven Rougas and Brian Clyne. CONSTRUCT: This study sought to develop a construct for measuring formative feedback culture in an academic emergency medicine department. Four archetypes (Market, Adhocrac...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2015.1077133

    authors： Rougas S,Clyne B,Cianciolo AT,Chan TM,Sherbino J,Yarris LM

    更新日期：2015-01-01 00:00:00

  • Proceedings of the 2008 Annual Predoctoral Education Conference of the Society of Teachers of Family Medicine (STFM).

    abstract：:The Society of Teachers of Family Medicine (STFM; http://www.stfm.org) is a community of professionals devoted to teaching family medicine through undergraduate, graduate, and continuing medical education. This multidisciplinary group of physicians, educators, behavioral scientists, and researchers works to further ST...

    journal_title：Teaching and learning in medicine

    pub_type：

    doi：10.1080/10401330802384946

    authors： Little DN,Hatch RL

    更新日期：2008-10-01 00:00:00

  • Development of a communication curriculum for emergency medicine residents.

    abstract：BACKGROUND:The Accreditation Council for Graduate Medical Education requires residency training programs to develop methods to teach and assess communication skills in residents to ensure competence as a practitioner. In response, we piloted a communication curriculum for emergency medicine residents. We describe the c...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401330903228604

    authors： Sullivan C,Ellison SR,Quaintance J,Arnold L,Godrey P

    更新日期：2009-10-01 00:00:00

  • Ambulatory morning report: an underutilized educational modality.

    abstract：BACKGROUND:Many medicine residency training programs include a lecture-based preclinic conference series as part of the ambulatory educational curriculum when more effective teaching formats might be available. Our institution has replaced this lecture-based teaching format with an ambulatory morning report modeled aft...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/S15328015TLM1301_9

    authors： Demopoulos B,Pelzman F,Wenderoth S

    更新日期：2001-01-01 00:00:00

  • Authorship Order in Medical Education Publications: In Search of Practical Guidance for the Community.

    abstract：:Phenomenon: With scholarly collaborations come questions about the order of authorship. Authorship order is an important consideration because it often used as an indicator of seniority, expertise, leadership, and scholarly productivity. As a result, authorship order factors into decisions about hiring, salary, resour...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2018.1533836

    authors： Mavis B,Durning SJ,Uijtdehaage S

    更新日期：2019-06-01 00:00:00

  • Realizing the promise and importance of performance-based assessment.

    abstract：:Work-based assessment (WBA) is the assessment of trainees and physicians across the educational continuum of day-to-day competencies and practices in authentic, clinical environments. What distinguishes WBA from other assessment modalities is that it enables the evaluation of performance in context. In this perspectiv...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章,评审

    doi：10.1080/10401334.2013.842912

    authors： Kogan JR,Holmboe E

    更新日期：2013-01-01 00:00:00

  • An innovative process for faculty development in residency training.

    abstract：BACKGROUND:For programs to accomplish the goals of the Accreditation Council of Graduate Medical Education (ACGME) Outcome Project, faculty must be trained to deliver and assess education that is level-specific, competency-based, standardized, integrated, and easily accessible. DESCRIPTION:An innovative faculty develo...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2012.692280

    authors： Narayan AP,Whicker SA,McGann KA

    更新日期：2012-01-01 00:00:00

  • Systems survivor: a program for house staff in systems-based practice.

    abstract：BACKGROUND:The Systems-Based Practice competency expanded the scope of graduate medical education. Innovative approaches are needed to teach this material. PURPOSE:We have designed and implemented a rotation in Systems-Based Practice focused on the interrelationships of patient care, clinical revenue, and the physicia...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401330701332201

    authors： Turley CB,Roach R,Marx M

    更新日期：2007-04-01 00:00:00

  • Medical students' experience with psychiatric diagnoses in a family medicine clerkship.

    abstract：BACKGROUND:Many medical schools require a family medicine clerkship, yet little is known about the quantity and diversity of the diagnoses encountered by the students. PURPOSE:This study examines patients encountered with psychiatric diagnoses using quantitative data collected by students in a family practice clerkshi...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/S15328015TLM1303_6

    authors： O'Hara BS,Saywell RM Jr,Smidley JA,Burba JL,Thakker N,Bogdewic SP,Zollinger TW

    更新日期：2001-07-01 00:00:00

  • Team-based learning from theory to practice: faculty reactions to the innovation.

    abstract：BACKGROUND:Limited studies have examined the factors associated with the implementation of team-based learning (TBL). PURPOSE:The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching. METHOD:To obtain ...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2013.797343

    authors： Sutherland S,Bahramifarid N,Jalali A

    更新日期：2013-01-01 00:00:00

  • Effect of bedside physical diagnosis training on third-year medical students' physical exam skills.

    abstract：BACKGROUND:Graduating medical students, when surveyed, noted a deficit in training in physical examination skills. PURPOSES:In an attempt to remedy this deficit we implemented a pilot program for 3rd-year medical students consisting of twice-weekly bedside diagnosis rounds as part of their 8-week medicine clerkship. ...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2013.857329

    authors： Roberts L,Lu WH,Go RA,Daroowalla F

    更新日期：2014-01-01 00:00:00

  • Medical student perceptions of factors affecting productivity of problem-based learning tutorial groups: does culture influence the outcome?

    abstract：BACKGROUND:The popularization of problem-based learning (PBL) has drawn attention to the motivational and cognitive skills necessary for medical students in group learning. This study identifies the effect of motivational and cognitive factors on group productivity of PBL tutorial groups. DESCRIPTION:A self-administer...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/S15328015TLM1501_11

    authors： Das Carlo M,Swadi H,Mpofu D

    更新日期：2003-01-01 00:00:00

  • In Brief: Validity of Case Summaries in Written Examinations of Clinical Reasoning.

    abstract：:Construct: The purpose of this study was to provide initial evidence of the validity of written case summaries as assessments of clinical problem representation in a classroom setting. BACKGROUND:To solve clinical problems, clinicians must gain a clear representation of the issues. In the clinical setting, oral case ...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2016.1190730

    authors： Dory V,Gagnon R,Charlin B,Vanpee D,Leconte S,Duyver C,Young M,Loye N

    更新日期：2016-10-01 00:00:00

  • A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.

    abstract：PURPOSE:To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). METHODS:A year after their decision regarding curri...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/s15328015tlm1603_15

    authors： McLean M

    更新日期：2004-07-01 00:00:00

  • A controlled trial to compare the teaching quality of clinical-skills training faculty: the clinician-educator career path in China.

    abstract：BACKGROUND:Full-time clinician educators are becoming more predominant in China, yet their effect is unknown. PURPOSES:The purpose of this study was to compare the teaching quality of full-time (FT) faculty with that of part-time (PT) faculty in one Chinese medical school. METHODS:In 3 consecutive years, 881 3rd year...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章,随机对照试验

    doi：10.1080/10401334.2014.892393

    authors： Zeng J,Zuo C,Wang Y

    更新日期：2014-01-01 00:00:00

  • Student Perceptions of M.D.-Ph.D. Programs: A Qualitative Identification of Barriers Facing Prospective M.D.-Ph.D. Applicants.

    abstract：:Phenomenon: Despite a high degree of interest in research among matriculating M.D. students, very few apply to combined M.D.-Ph.D. training programs. Even fewer of those applicants are female, leading to a gender disparity among M.D.-Ph.D. trainees. We used a qualitative approach to understand why students choose not ...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2019.1598414

    authors： Kersbergen CJ,Bowen CJ,Dykema AG,Koretzky MO,Tang O,Beach MC

    更新日期：2020-01-01 00:00:00

  • A review of primary care training programs in correctional health for physicians.

    abstract：BACKGROUND:Despite the health consequences of incarceration, there are no national standards for teaching physicians about correctional health. The purpose of this study was to survey existing correctional health training programs for primary care physicians. SUMMARY:Programs were identified through literature and Web...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2012.641492

    authors： Min I,Schonberg D,Anderson M

    更新日期：2012-01-01 00:00:00

  • Influence of type of curriculum on students' perceptions of the medical course: a compilation of results from the Cognitive Behavior Survey, Attitudes Toward Social Issues In Medicine survey, and Learning Environment Questionnaire.

    abstract：BACKGROUND:This study administered selected scales from the Cognitive Behavior Survey, Attitudes Toward Social Issues in Medicine survey, and the Learning Environment Questionnaire. Data were gathered from other medical schools to put results into context. PURPOSE:To present results on these scales from other medical ...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/s15328015tlm1602_2

    authors： Schwartz PL,Loten EG

    更新日期：2004-04-01 00:00:00

  • A comprehensive medical student career development program improves medical student satisfaction with career planning.

    abstract：:In 1999, the University of Michigan Medical School (UMMS) initiated a new career development program (CDP). The CDP incorporates the 4-phase career development model described by the Association of American Medical Colleges (AAMC) Careers in Medicine (CiM). The CDP offers self-assessment exercises with guidance from t...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401330709336624

    authors： Zink BJ,Hammoud MM,Middleton E,Moroney D,Schigelone A

    更新日期：2007-01-01 00:00:00

  • Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

    abstract：PROBLEM:Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. INTERVENTION:In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational sch...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2017.1282370

    authors： Chandran L,Gusic ME,Lane JL,Baldwin CD

    更新日期：2017-07-01 00:00:00

  • Impact of group size on the effectiveness of a resuscitation simulation curriculum for medical students.

    abstract：BACKGROUND:Simulation requires involvement from participants. However, it is unknown to what extent simulation effectiveness is a function of the number of participants. PURPOSE:This study assessed the impact of varying group size on medical students' subjective experience of simulation and on postsimulation exam perf...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章,随机对照试验

    doi：10.1080/10401334.2011.586920

    authors： Rezmer J,Begaz T,Treat R,Tews M

    更新日期：2011-07-01 00:00:00

  • The Relationship between Cognitively-Based Clinical Empathy and Attitudes toward Death and Dying in Medical Students.

    abstract：THEORY:Empathy has a potentially complicated relationship with dealing with death and dying. Having clinical empathy can improve interactions with dying, but educational interventions aimed at fostering empathy may cause medical students to connect emotionally with dying patients and behave unprofessionally out of self...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2020.1794881

    authors： Ünlü G,Uludağ A

    更新日期：2020-08-11 00:00:00

  • A critical intervention in lesbian, gay, bisexual, and transgender health: knowledge and attitude outcomes among second-year medical students.

    abstract：BACKGROUND:Lesbian, gay, bisexual, and transgender (LGBT) persons represent an underserved population susceptible to health care disparities. DESCRIPTION:In February 2004, we implemented an LGBT health curriculum for students at the University of California at San Francisco. Confidential matched questionnaires elicite...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401330802199567

    authors： Kelley L,Chou CL,Dibble SL,Robertson PA

    更新日期：2008-07-01 00:00:00

  • Academic advancement of authors receiving tutoring from a medical journal.

    abstract：BACKGROUND:Although publishing in scientific journals has an educational component, the educational role of journals in medicine has not been evaluated. PURPOSE:To assess whether tutoring authors in a medical scientific journal could be related to their long-term scientific publications and academic advancement. METH...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/s15328015tlm1802_6

    authors： Marusic M,Markulin H,Lukic IK,Marusic A

    更新日期：2006-04-01 00:00:00

  • Code status discussions: agreement between internal medicine residents and hospitalized patients.

    abstract：BACKGROUND:Medical residents frequently participate in code status discussions, yet their competency in this role has not been evaluated. PURPOSE:The objective is to determine the quality of code status discussions from the perspective of both resident and patient. METHODS:We conducted a cross-sectional survey of con...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2010.512537

    authors： Loertscher LL,Beckman TJ,Cha SS,Reed DA

    更新日期：2010-10-01 00:00:00

  • Validity Evidence for a Residency Admissions Standardized Assessment Letter for Pediatrics.

    abstract：:Construct: This study aims to provide validity evidence for the standardized Assessment Letter for Pediatrics as a measure of competencies expected of a 1st-year pediatrics resident as part of a pediatric residency admissions process. BACKGROUND:The Narrative Letter of Recommendation is a frequently used tool in the ...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2017.1367297

    authors： Bajwa NM,Yudkowsky R,Belli D,Vu NV,Park YS

    更新日期：2018-04-01 00:00:00

  • Effect of a global longitudinal pathway on medical students' attitudes toward the medically indigent.

    abstract：BACKGROUND:The increase in people with insufficient health insurance has largely been fueled by a record influx of immigrants, who often live in medically underserved areas of inner cities. An increase in the desire of medical students to practice in underserved areas is needed to counter low physician-to-population ra...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/s15328015tlm1803_7

    authors： Godkin MA,Savageau JA,Fletcher KE

    更新日期：2006-07-01 00:00:00

  • Association of Use of the NEJM Knowledge+ Product and Performance on the ABIM IM-MOC Exam.

    abstract：:Phenomenon: Internal medicine physicians in the United States must pass the American Board of Internal Medicine Internal Medicine Maintenance of Certification (ABIM IM-MOC) examination as part of their ABIM IM-MOC requirements. Many of these physicians use an examination product to help them prepare, such as e-Learnin...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2020.1811095

    authors： Healy MG,Gray BM,Duhigg LM,O'Rourke M,Marchwinski L,Elmore M,Phitayakorn R

    更新日期：2020-09-15 00:00:00

  • Medical education and the arts: a survey of U.S. medical schools.

    abstract：BACKGROUND:Although the literary arts initiated the movement to include the humanities in medical education, little is known about the incorporation of other art forms. PURPOSE:A study was designed to determine the variety of arts-related activities in U.S. medical schools. METHODS:Questionnaires were mailed twice to...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1207/S15328015TLM1404_11

    authors： Strickland MA,Gambala CT,Rodenhauser P

    更新日期：2002-10-01 00:00:00

  • A guide to performing pelvic speculum exams: a patient-centered approach to reducing iatrogenic effects.

    abstract：PURPOSE:Current training in the United States for pelvic speculum examinations (PSEs) has a primary focus on the physician-centered goal of visualizing the cervix but may not inform practitioners of potential iatrogenic effects. Such oversight leaves trainees unprepared and unskilled in preventing and addressing advers...

    journal_title：Teaching and learning in medicine

    pub_type： 杂志文章

    doi：10.1080/10401334.2013.827969

    authors： Williams AA,Williams M

    更新日期：2013-01-01 00:00:00