Bedside teaching at pediatric bases:current status and thoughts
Objective To investigate the current status of bedside teaching at pediatric bases and existing problems in pediatric bedside teaching,and to discuss how to improve bedside teaching in pediatrics.Methods A questionnaire on pediatric bedside teaching was administered to 475 instructors who had participated in the backbone teacher training course of pediatric standardized residency training bases in 2022.The instructors were divided into two groups according to their medical professional titles:attending physician group and associate chief physician/chief physician group.The general information,bedside teaching rate,bedside teaching difficulties,and abilities that need to be strengthened were compared between the two groups of instructors.SPSS 21.0 was used to perform the chi-square test.Results A total of 475 instructors responded to the questionnaire.Among them,96.84%(460/475)were from tertiary class-A hospitals;54.11%(257/475)had more than 10 years of clinical teaching practice;and 97.26%(462/475)conducted bedside teaching,but the proportion of bedside teaching time in routine clinical teaching was low,with only 30.11%(143/475)reaching＞50.00%.The main difficulties in bedside teaching in pediatrics included noisy environments at pediatric wards or clinics(75.58%,359/475),the lack of teaching time(71.16%,338/475),intense clinical pressure(64.63%,307/475),poor cooperation with children(54.95%,261/475),the presence of parents at pediatric wards or clinics(44.84%,213/475),varying levels of qualifications of residents(41.68%,198/475),and high pressure of scientific research(30.11%,143/475).There were 41.20%(96/233)of the attending physicians and 28.57%(68/238)of the associate chief physicians/chief physicians spending less than 30.00%of their teaching time at the bedside,respectively,which were significantly different(P＜0.05).Conclusions The low proportion of time spent on bedside teaching among pediatric instructors is driven by various factors such as noisy pediatric environments and the great clinical pressure of pediatric teachers.
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