a Department of Medicine , Pennsylvania State University College of Medicine , Hershey , Pennsylvania , USA.
Teach Learn Med. 2013;25(4):326-33. doi: 10.1080/10401334.2013.830514.
Bedside rounds have decreased on teaching services, raising concern about trainees' clinical skills and patient-physician relationships.
We sought to identify recognized bedside teachers' perceived value of bedside rounds to assist in the promotion of bedside rounds on teaching services.
Authors used a grounded theory, qualitative study design of telephone semistructured interviews with bedside teachers (n = 34) from 10 U.S. institutions (2010-2011). Main outcomes were characteristics of participants, themes pertaining to the perceived value of bedside rounds, and quotations highlighting each respective theme.
The mean years in academic medicine was 13.7, and 51% were associate or full professors. Six main themes emerged: (a) skill development for learners (e.g., physical examination, communication, and clinical decision-making skills); (b) observation and feedback; (c) role-modeling; (d) team building among trainees, attending, and patient; (e) improved patient care delivery through combined clinical decision-making and team consensus; and (f) the culture of medicine as patient-centered care, which was embodied in all themes.
Bedside teachers identify potential benefits of bedside rounds, many of which align with national calls to change our approach to medical education. The practice of bedside rounds enables activities essential to high-quality patient care and education.
床边巡视在教学服务中减少了，这引起了人们对受训者临床技能和医患关系的关注。
我们试图确定被认可的床边教师对床边巡视的感知价值，以帮助促进教学服务中的床边巡视。
作者采用了一种扎根理论、定性研究设计，对来自 10 个美国机构的 34 名床边教师（2010-2011 年）进行了电话半结构化访谈。主要结果是参与者的特征、与床边巡视的感知价值有关的主题，以及突出每个主题的引文。
从事学术医学的平均年限为 13.7 年，其中 51%为副教授或教授。出现了六个主要主题：（a）学习者技能的发展（例如，体格检查、沟通和临床决策技能）；（b）观察和反馈；（c）模范作用；（d）受训者、主治医生和患者之间的团队建设；（e）通过联合临床决策和团队共识提高患者护理的提供；以及（f）以患者为中心的医疗文化，这体现在所有主题中。
床边教师确定了床边巡视的潜在好处，其中许多与改变我们医学教育方法的国家号召一致。床边巡视的实践使高质量患者护理和教育所必需的活动成为可能。
