Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 times
Introduction: The Corona virus pandemic rendered most live education this spring term impossible. Many classes were converted into e-learning formats. Teaching at the bedside (BST) seemed unfeasible under the circumstances. BST and clinical reasoning as its major outcome is introduced at the beginni...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | deu |
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German Medical Science GMS Publishing House
2021-01-01
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| Series: | GMS Journal for Medical Education |
| Subjects: | |
| Online Access: | http://www.egms.de/static/en/journals/zma/2021-38/zma001410.shtml |
| _version_ | 1818617200538288128 |
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| author | Djermester, Pia Gröschke, Christian Gintrowicz, Robert Peters, Harm Degel, Antje |
| author_facet | Djermester, Pia Gröschke, Christian Gintrowicz, Robert Peters, Harm Degel, Antje |
| author_sort | Djermester, Pia |
| collection | DOAJ |
| description | Introduction: The Corona virus pandemic rendered most live education this spring term impossible. Many classes were converted into e-learning formats. Teaching at the bedside (BST) seemed unfeasible under the circumstances. BST and clinical reasoning as its major outcome is introduced at the beginning of semester 5, henceforth all BST refers to this first presentation.Project outline: To ensure proficiency of current 5 semester students in future BST sessions, the introduction could not be cancelled albeit teaching with patients was. Knowing that the practical learning objectives of bedside teaching cannot be mirrored in online formats, a compensating module to teach the concept of BST and clinical reasoning had to be designed. Summary of work: To facilitate an understanding of the concept of bedside teaching with a focus on clinical reasoning we developed paper cases and a survey in Microsoft Forms following the history and examination path used in live BST with the addendum of clinical reasoning tables. For the first paper case, a personal feedback was provided for the clinical reasoning tables. A sample solution was provided later for self-feedback on the whole case. The first case was completed by 87, the second by 40 of 336 students. Response to individual feedback was positive. Students still missed hands-on training in history taking and examination with patients.Discussion: Paper cases cannot fully substitute BST. However, given the prime directive during the pandemic to protect our patients, this module engaged around one third of the cohort. The review of uploaded clinical reasoning tables gave proof to the sufficient students’ grasp of clinical reasoning.Conclusion: Albeit not an exhaustive substitute for BST, this online module seems a feasible way to convey clinical reasoning strategies to students. |
| first_indexed | 2024-12-16T17:01:55Z |
| format | Article |
| id | doaj.art-302551adc5414fbfa6e46d7ae5e3631b |
| institution | Directory Open Access Journal |
| issn | 2366-5017 |
| language | deu |
| last_indexed | 2024-12-16T17:01:55Z |
| publishDate | 2021-01-01 |
| publisher | German Medical Science GMS Publishing House |
| record_format | Article |
| series | GMS Journal for Medical Education |
| spelling | doaj.art-302551adc5414fbfa6e46d7ae5e3631b2022-12-21T22:23:42ZdeuGerman Medical Science GMS Publishing HouseGMS Journal for Medical Education2366-50172021-01-01381Doc1410.3205/zma001410Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 timesDjermester, Pia0Gröschke, Christian1Gintrowicz, Robert2Peters, Harm3Degel, Antje4Charité Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Berlin, GermanyVivantes Klinikum Neukölln, Klinik für Innere Medizin, Berlin, GermanyCharité Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Berlin, GermanyCharité Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, GermanyCharité Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Berlin, GermanyIntroduction: The Corona virus pandemic rendered most live education this spring term impossible. Many classes were converted into e-learning formats. Teaching at the bedside (BST) seemed unfeasible under the circumstances. BST and clinical reasoning as its major outcome is introduced at the beginning of semester 5, henceforth all BST refers to this first presentation.Project outline: To ensure proficiency of current 5 semester students in future BST sessions, the introduction could not be cancelled albeit teaching with patients was. Knowing that the practical learning objectives of bedside teaching cannot be mirrored in online formats, a compensating module to teach the concept of BST and clinical reasoning had to be designed. Summary of work: To facilitate an understanding of the concept of bedside teaching with a focus on clinical reasoning we developed paper cases and a survey in Microsoft Forms following the history and examination path used in live BST with the addendum of clinical reasoning tables. For the first paper case, a personal feedback was provided for the clinical reasoning tables. A sample solution was provided later for self-feedback on the whole case. The first case was completed by 87, the second by 40 of 336 students. Response to individual feedback was positive. Students still missed hands-on training in history taking and examination with patients.Discussion: Paper cases cannot fully substitute BST. However, given the prime directive during the pandemic to protect our patients, this module engaged around one third of the cohort. The review of uploaded clinical reasoning tables gave proof to the sufficient students’ grasp of clinical reasoning.Conclusion: Albeit not an exhaustive substitute for BST, this online module seems a feasible way to convey clinical reasoning strategies to students.http://www.egms.de/static/en/journals/zma/2021-38/zma001410.shtmlbedside teachingclinical reasoningonline casesdifferential diagnosis |
| spellingShingle | Djermester, Pia Gröschke, Christian Gintrowicz, Robert Peters, Harm Degel, Antje Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 times GMS Journal for Medical Education bedside teaching clinical reasoning online cases differential diagnosis |
| title | Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 times |
| title_full | Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 times |
| title_fullStr | Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 times |
| title_full_unstemmed | Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 times |
| title_short | Bedside teaching without bedside – an introduction to clinical reasoning in COVID-19 times |
| title_sort | bedside teaching without bedside an introduction to clinical reasoning in covid 19 times |
| topic | bedside teaching clinical reasoning online cases differential diagnosis |
| url | http://www.egms.de/static/en/journals/zma/2021-38/zma001410.shtml |
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