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Patients’ attitudes to bedside teaching after the COVID-19 pandemic

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Irish Journal of Medical Science (1971 -) Aims and scope Submit manuscript

Abstract

Background

Bedside teaching (BST) is a method of structured clinical teaching where the patient is central in education. We had previously explored the patients’ perceptions of BST using both a qualitative research study and validation of a questionnaire, both showing strong support by patients for BST once basic rules of respect and confidentiality are followed. With the COVID-19 pandemic, clinical education transitioned to online/virtual learning.

Aim

The aim of this study was to explore patients’ attitudes towards reintroduction of BST as the pandemic restrictions have lifted.

Methods

Patients were invited to complete a validated questionnaire exploring their attitudes towards BST. A descriptive analysis was performed. Results were compared to a previous study performed before the COVID-19 pandemic.

Results

Four hundred patients consented to complete the questionnaires. Participants included women attending for antenatal (40%), postnatal (33%) and gynaecology issues (28%). Most patients (> 94%) reported that they were happy to be involved in BST. Patients believed that they should not be asked to participate in BST should they feel stressed or unwell (69%). These findings were the same as our previous study, performed prior to the pandemic.

Conclusion

This study shows extensive and persisting patient support for BST. BST is unique in that it allows students to gain a deeper understanding of the disease which are hard to elicit through online/virtual methods.

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Authors and Affiliations

  1. UCD School of Medicine, University College Dublin, Dublin, Ireland

    Hayley Jackson, Claire MacBride & Mary F. Higgins

  2. UCD School of Psychology, University College Dublin, Dublin, Ireland

    Laura Taylor

  3. UCD Perinatal Research Centre, Obstetrics and Gynaecology, National Maternity Hospital, Dublin, Ireland

    Michael Carey & Mary F. Higgins

Authors
  1. Hayley Jackson
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  2. Claire MacBride
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  3. Laura Taylor
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  4. Michael Carey
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  5. Mary F. Higgins
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Contributions

HJ made a substantial contribution to the acquisition, analysis and interpretation of data for the work and drafted the work and gave final approval of the version to be published and agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. CMcB made a substantial contribution to the acquisition, analysis and interpretation of data for the work and drafted the work and gave final approval of the version to be published and agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. LT made a substantial contribution to the analysis and interpretation of data for the work and revised the work critically for important intellectual content and gave final approval of the version to be published and agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. MC made a substantial contributions to the design of the work and interpretation of data for the work and revised it critically for important intellectual content and gave final approval of the version to be published and agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. MH made a substantial contribution to the conception and design of the work and to the interpretation of data for the work and revised it critically for important intellectual content and gave final approval of the version to be published and agrees to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Corresponding author

Correspondence to Mary F. Higgins.

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The authors declare no competing interests.

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Jackson, H., MacBride, C., Taylor, L. et al. Patients’ attitudes to bedside teaching after the COVID-19 pandemic. Ir J Med Sci (2023). https://doi.org/10.1007/s11845-023-03558-5

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  • DOI: https://doi.org/10.1007/s11845-023-03558-5

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