Teaching at the Bedside: Strategies for Optimizing Education on Patient and Family Centered Rounds

Thuy L Ngo; Rebecca Blankenburg; Clifton E Yu

doi:10.1016/j.pcl.2019.03.012

Teaching at the Bedside: Strategies for Optimizing Education on Patient and Family Centered Rounds

Pediatr Clin North Am. 2019 Aug;66(4):881-889. doi: 10.1016/j.pcl.2019.03.012. Epub 2019 May 15.

Authors

Thuy L Ngo¹, Rebecca Blankenburg², Clifton E Yu³

Affiliations

¹ Pediatric Emergency Medicine, Johns Hopkins School of Medicine, 1800 Orleans Street, G-1509, Baltimore, MD 21287, USA. Electronic address: thuy.ngo@jhmi.edu.
² Pediatric Hospital Medicine, Stanford School of Medicine, 725 Welch Road, MC 5906, Palo Alto, CA 94304, USA.
³ Walter Reed National Military Medical Center, Uniformed Services University of the Health Sciences, 8901 Wisconsin Avenue, Bethesda, MD 20889, USA.

PMID: 31230629
DOI: 10.1016/j.pcl.2019.03.012

Abstract

Resident and attending concern about the potential for decreased teaching has been cited as one of the drawbacks to the adoption of family-centered rounds (FCR). Despite these concerns, FCR can enhance clinical education through direct exposure to multiple patients by all team members, as well as by allowing faculty to teach, model, observe, and assess learners' clinical skills more effectively than in nonbedside settings. This article provides many strategies and approaches to bedside teaching designed to enhance education and communication among care team members as well as patients and their families.

Keywords: Adult learning; Bedside teaching; Medical education.

Publication types

Review

MeSH terms

Clinical Competence
Education, Medical / methods*
Formative Feedback
Hospital Medicine / education*
Hospitalists
Humans
Patient-Centered Care*
Pediatrics / education*
Professional-Family Relations*
Teaching Rounds*