Almutar Sara, Altourah Lulwa, Sadeq Hussain, Karim Jumanah, Marwan Yousef
Department of Medicine, Kuwait City, Kuwait.
Adv Med Educ Pract. 2013 Sep 25;4:189-93. doi: 10.2147/AMEP.S52096. eCollection 2013.
Teaching sessions for medical students during ward rounds are an essential component of bedside teaching, providing students with the opportunity to regard patients as actual people, and to observe their physical conditions directly, allowing a better understanding of illnesses to be developed. We aim to explore medical students' perceptions regarding medical and surgical ward rounds within the Faculty of Medicine at Kuwait University, and to evaluate whether this teaching activity is meeting the expectation of learners.
A pretested questionnaire was used to collect data from 141 medical students during the 2012-2013 academic year. They were asked to provide their current and expected ratings about competencies that were supposed to be gained during ward rounds, on a scale from 1 (lowest) to 5 (highest). Mean scores were calculated, and the Student t-test was used to compare results. P < 0.05 was the cut-off level for significance.
Only 17 students (12.1%) declined to participate in the study. The students' current competency scores (for competencies taught within both disciplines - medical and surgical) were significantly lower than the scores indicating students' expectations (P < 0.001). The best-taught competency was bedside examination, in both medical (mean: 3.45) and surgical (mean: 3.05) ward rounds. However, medical ward rounds were better than surgical rounds in covering some competencies, especially the teaching of professional attitude and approach towards patients (P < 0.001).
Both medical and surgical ward rounds were deficient in meeting the students' expectations. Medical educators should utilize the available literature to improve the bedside teaching experience for their students.
在查房期间为医学生安排教学课程是床边教学的重要组成部分，能让学生有机会将患者视为真实的个体，并直接观察他们的身体状况，从而更好地理解疾病。我们旨在探究科威特大学医学院医学生对内科和外科查房的看法，并评估这种教学活动是否符合学习者的期望。
在2012 - 2013学年，使用一份经过预测试的问卷从141名医学生中收集数据。要求他们对在查房期间应获得的能力给出当前和期望的评分，评分范围为1（最低）至5（最高）。计算平均分，并使用学生t检验比较结果。P < 0.05为显著性临界值。
只有17名学生（12.1%）拒绝参与研究。学生当前的能力得分（针对内科和外科两个学科所教授的能力）显著低于表明学生期望的得分（P < 0.001）。教学效果最好的能力是床边检查，在内科（平均分：3.45）和外科（平均分：3.05）查房中都是如此。然而，内科查房在涵盖某些能力方面优于外科查房，尤其是在专业态度和对待患者方式的教学方面（P < 0.001）。
内科和外科查房在满足学生期望方面都存在不足。医学教育工作者应利用现有文献来改善学生的床边教学体验。
