English abstract
Objectives: In recent years, there has been a decline in estimated time spent on bedside teaching.
The aim of this study was to evaluate clinical teachers' perceptions and practice of, and approaches to, bedside
teaching. Methods: The study site was Ninewells Hospital in Dundee, UK. A self-administered questionnaire was
developed and piloted on full-time clinical academic university staff. Responses were solicited to 36 questions
relating to teaching experience, familiarity with the 12 learning outcomes of Dundee Medical School's curriculum,
and perception and practice of basic bedside etiquette. For each of these items, a comparison between consultants
and specialist registrars (SPRs) was carried out. Results: Out of the 64 clinical teachers approached, 45 (70%)
participated in the study: 26 of them (57.7%) were consultants and 19 (42.3%) SPRs. A total of 17 (65%) of the
consultants had been trained to teach medical students at the bedside, while only 9 SPRs (47%) had had similar
training. In addition, 13 consultants (50%) reported being familiar with Dundee Medical School's 12 learning
outcomes, while only 7 (36%) SPRs were familiar with it. Obstacles reported by consultants and SPRs were groups
of over 6 students (65% versus 61%, respectively), a limited number of patients with good clinical signs (67% versus
63%, respectively), a shorter length of stay in hospital (73% versus 68%, respectively), lack of privacy in crowded
wards (76% versus 73%, respectively), and interruptions from telephones and visitors (57% versus 64%, respectively).
Conclusion: Effective clinical teacher training and a thorough understanding of curriculum outcomes are crucial
to successful bedside clinical teaching. Identifying obstacles to bedside clinical teaching will contribute to a more
effective and efficient programme.
