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BMC Medical Education

, 14:212

Assessment and evaluation of admissions, knowledge, skills and attitudes

Abstract

BackgroundCompetency-based medical education increasingly recognizes the importance of observation, feedback, and reflection for trainee development. Although bedside rounds provide opportunities for authentic workplace-based implementation of feedback and team-based reflection strategies, this relationship has not been well described. The authors sought to understand the content and timing of feedback and team-based reflection provided by bedside teachers in the context of patient-centered bedside rounds.

MethodsThe authors conducted a thematic analysis qualitative study using transcripts from audio-recorded, semi-structured telephone interviews with internal medicine attending physicians n= 34 identified as respected bedside teachers from 10 academic US institutions 2010–2011.

ResultsHalf of the respondents 50% were associate-full professors, with an average of 14 years of academic experience. In the context of bedside encounters, bedside teachers reported providing feedback on history-taking, physical-examination, and case-presentation skills, patient-centered communication, clinical decision-making, leadership, teaching skills, and professionalism. Positive feedback about physical-exam skills or clinical decision-making occurred during encounters, positive or constructive team-based feedback occurred immediately following encounters, and individualized constructive feedback occurred in one-on-one settings following rounding sessions. Compared to less frequent, emotionally-charged events, bedside teachers initiated team-based reflection on commonplace -teachable moments- related to patient characteristics or emotions, trainee actions and emotions, and attending physician role modeling.

ConclusionsBedside teachers use bedside rounds as a workplace-based method to provide assessment, feedback, and reflection, which are aligned with the goals of competency-based medical education. Embedded in patient-centered activities, clinical teachers should be encouraged to incorporate these content- and timing-related feedback and reflection strategies into their bedside teaching.

KeywordsMedical education-qualitative methods Medical education Medical education-faculty development Patient centered care  Download fulltext PDF



Autor: Jed D Gonzalo - Brian S Heist - Briar L Duffy - Liselotte Dyrbye - Mark J Fagan - Gary Ferenchick - Heather Harrell - P

Fuente: https://link.springer.com/







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