Barry Azizeh, Shahbaz Azam
Department of Nursing, Tabriz Islamic Azad University of Medical Sciences, Tabriz, Iran.
Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, Faculty of Medicine, Iran University of Medical Sciences and Health Services, Tehran, Iran.
BMC Med Educ. 2025 Jan 30;25(1):154. doi: 10.1186/s12909-025-06711-z.
An appropriate clinical environment by providing learning opportunities, plays an important role in preparing students to apply the knowledge learned at the bedside. Since the lived experiences of patients in the clinical environment are effective on the quality of student's learning, the present study was conducted with the aim of explaining the lived experiences of patients regarding bedside teaching.
The present qualitative study was conducted using a content analysis approach in 2023 at the Imam Sajjad educational and therapeutic center affiliated with Tabriz Islamic Azad University of Medical Sciences. The studied samples were selected with purpose-based sampling among the patients admitted to this hospital (18 people). In addition, semi-structured interviews were used to collect data and Graneheim and Lundman's approach for analysis of the data.
From the analysis of participants' narratives, 3 subcategories, and 17 primary concepts were obtained, which include the subcategory of the treatment dimension, the subcategory of the psychological dimension, and the next subcategory of education.
The results of the study showed that in the treatment dimension, the concerns of patients in bedside clinical education include an increase in the number and duration of visits, fear of students performing incorrect procedures, lack of recognition of the person responsible for treatment and accountability to different people, a feeling of prolonged hospitalization due to the education process, fear and anxiety of the unknown and unfamiliar terms expressed in clinical rounds, increased likelihood of infection due to a large number of students and their examination, less access to the relevant doctor due to academic busyness, and in the human ethical dimension, failure to maintain patient privacy and reporting the patient's condition in public and examination by people of the same sex, lack of attention to the patient and his/her conversations during clinical rounds, and a greater focus on education. Lack of attention to the patient's psychological and social issues and his/her hobbies and greater focus on his/her body, breach of trust, and mental and physical discomfort due to tests and examinations are more common, and in the education dimension, it includes helping to increase patient awareness and increasing patient alertness. Promoting self-care behaviors, increasing patient interest in learning about the disease, encouraging students to learn more, helping to establish communication between patients and healthcare providers, and helping to educate students.
一个能提供学习机会的适宜临床环境，在让学生准备好应用在床边学到的知识方面发挥着重要作用。由于患者在临床环境中的真实经历对学生的学习质量有影响，本研究旨在阐释患者关于床边教学的真实经历。
本定性研究于2023年在大不里士伊斯兰阿扎德医科大学附属伊玛目萨贾德教育与治疗中心采用内容分析法进行。研究样本通过目的抽样法从该医院收治的患者中选取（18人）。此外，采用半结构化访谈收集数据，并运用格兰海姆和伦德曼的方法进行数据分析。
通过对参与者叙述的分析，获得了3个子类别和17个主要概念，包括治疗维度子类别、心理维度子类别和教育子类别。
研究结果表明，在治疗维度方面，患者在床边临床教育中的担忧包括查房次数和时长增加、担心学生操作错误、对负责治疗的人员不明确以及要对不同的人负责、因教育过程感觉住院时间延长、对临床查房中表达的未知和陌生术语感到恐惧和焦虑、因学生数量众多及其检查导致感染可能性增加、因学业繁忙难以见到相关医生；在人文伦理维度方面，未保护患者隐私、在公共场合报告患者病情以及同性人员检查、临床查房时不关注患者及其谈话且更注重教育。更常见的是不关注患者的心理和社会问题及其爱好且更关注其身体、违背信任以及因检查导致身心不适；在教育维度方面，包括有助于提高患者意识和增强患者警觉性。促进自我护理行为、增加患者对疾病学习的兴趣、鼓励学生更多学习、有助于建立患者与医护人员之间的沟通以及有助于对学生进行教育。
