- Outline the steps in exam room presentations and practice the language used.
- Discuss possible scenarios of challenges that could occur in the room and appropriate ways to respond.
- Discuss how to use the patient beside in different ways based on the level or need of the learner.
- Related to your discipline, discuss possible precepting models and ways these models could best promote teaching/learning goals.
- Outline a patient –centered rounding model for your service including essential components, people involved, and roles of each
- Discuss how to implement this model including where, when, and how
- List next steps and assign tasks to group members
Things to consider – faculty development, resident education, institution support, patient education, outcome measures
- Outline possible roles for team members – attending, senior, junior, intern
- Brainstorm on how to prepare for bedside rounds – including workflow plan
- Practice presenting at the bedside with appropriate language
- 72 y/o WF “Alice” admitted with pneumonia
- 55 y/o BM “Bill” admitted with chest pain
- How can you adapt the patient-centered teaching model demonstrated to your service?
- What components of bedside teaching could help meet your educational and patient-care needs?
- Discuss the role of each member of a rounding team.
- Make goals for appropriate next steps.
- Discuss the educational value of bed-side teaching.
- What concerns do you anticipate arising from the learner and how should we best address these?
- Do you see this translating to other areas of medical education or other areas of the current curriculum?
- Discuss possible research opportunities including educational, quality improvement and outcomes.