Bedside Teaching. Birnbaumer, B.M.. A outline of critical issues related to bedside teaching, with a focus on its role in emergency medicine. Topics include: Barriers to Bedside Teaching. Obstacles Unique to Emergency Medicine, Improving Clinical Teaching in the ED, Strategies to Improve Bedside Teaching, How to Go About Bedside Teaching, and Bedside Teaching the Mechanics. Also includes an overview of the Experience/Explanation cycle recommended by Cox and the concept of 'the teachable moment.'

Clinical Teaching. Schwenk, T.L.. Successful clinical teaching involves four factors: 1. The role of the teacher; 2. The role of the learners; 3. The conditions or external influences which enhance the teaching-learning process; and 4. The types of interactions which occur between teacher and learner. This paper describes each of these factors, and then offers an example of the specific application of these factors to bedside teaching.

Clinical Teaching Skills Curricula: Bedside Teaching. Residents' Teaching Skills Web Site. Provides an overview of a bedside teaching approach based on the mnemonic B-E-D-S-I-D-E: Briefing - Expectations - Demonstration - Specific Feedback - Inclusion of microskills - Debriefing - Education.

Clinical Teaching: Methods for Efficiency. Biernat, K.. A brief fact sheet that describes how to use the I-N-S-T-E-P method for clinical/bedside teaching: I : Identify Teaching Opportunity; N : Needs Assessment; S : Select 1-2 Teaching Methods; T : Teaching Method; E : Evaluate Learning; P : Plan Next Steps

On Bedside Teaching. LaCombe, MA. Actual teaching at the bedside during attending rounds has declined significantly since the 1960s. Although advances in technology and our fascination for these aspects of patient care account for part of this decline, faculty must also assume responsibility for the present lack of bedside teaching. If we are to reverse this trend, we will need to realize the barriers to bedside teaching, both real and imagined, and overcome them. And if we are to become effective bedside teachers, we will need to sharpen our own physical diagnostic skills. We will need to learn how to better interact with students and housestaff, how to better communicate with patients, and how to teach ethics and professionalism with the patient at hand. From Ann Intern Med. 1997:126:217-220.

Strategies in Clinical Teaching: Bedside Teaching. University of Kansas School of Medicine - Wichita. Discusses the benefits of bedside teaching for learners and for patients. Describes strategies to effectively deal with the common hurdles to the implementation of bedside teaching, including time constraints, group accommodation, selectivity, demonstration, observation, case presentation, learning climate for both teacher and learners, and hospital and patient barriers. One of the Strategies in Clinical Teaching tutorials from the University of Kansas School of Medicine, Wichita.

Taking the Learner to the Bedside. Miser, WF. Taking the learner to the patient's bedside is a highly effective method for teaching. When we base instruction on our patients, learners can see the direct relevance of the information they need to learn. This increases motivation and makes it more likely that students will remember and apply what they learn.

Teaching at the Bedside. Langlois, JP & Thach, S. Outlines the advantages and disadvantages of teaching at the bedside, along with strategies to optimize the experience and foster patient comfort. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Teaching at the Bedside. Ohio University - College of Osteopathic Medicine. Reviews past and recent history of bedside teaching, discusses the advantages and challenges of teaching at the beside, explores strategies for improving teaching at the bedside and reviews techniques for bedside teaching in the office setting. Based on a monograph developed by the Mountain AHEC Office of Regional Primary Care Education, Asheville, North Carolina.