Bedside teaching at pediatric bases: current status and thoughts

Guo Lingyun; Liu Linlin; Liu Gang; Wang Aihua

doi:10.3760/cma.j.cn116021-20230726-01631

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Bedside teaching at pediatric bases: current status and thoughts

更新时间：2024-02-29

- Bedside teaching at pediatric bases: current status and thoughts
- Chinese Journal of Medical Education Research Pages: 1-7(2024)
- 作者机构：
  
  1.国家儿童医学中心/首都医科大学附属北京儿童医院感染内科/教育部儿科重大疾病研究重点实验室，北京　100045
  2.中国医学科学院儿童危重感染诊治创新单元，北京 100045
  3.国家儿童医学中心/首都医科大学附属北京儿童医院教育处，北京　100045
- 作者简介：
  
  Wang Aihua, Email: wah1971@sina.com
- 基金信息：
  
  2021 Standardized Residency Training Quality Improvement Project(住培2021009);Industry-Academy Cooperation Collaborative Education Project of Ministry of Education(220701285023144)
- DOI：10.3760/cma.j.cn116021-20230726-01631
  CLC： G642.45;R72
- Published Online：29 February 2024，
  
  Received：26 July 2023，
扫描看全文
Guo Lingyun, Liu Linlin, Liu Gang, et al. Bedside teaching at pediatric bases: current status and thoughts. [J/OL]. Chinese Journal of Medical Education Research 1-7(2024)
DOI：

Guo Lingyun, Liu Linlin, Liu Gang, et al. Bedside teaching at pediatric bases: current status and thoughts. [J/OL]. Chinese Journal of Medical Education Research 1-7(2024) DOI： 10.3760/cma.j.cn116021-20230726-01631.

摘要

目的

了解儿科专业基地指导教师床旁教学的现状，分析儿科床旁教学现存的问题并对如何促进儿科床旁教学有效开展进行讨论。

方法

选择参加2022年全国住院医师规范化培训儿科专业基地骨干师资培训班的475名指导教师作为研究对象，对儿科床旁教学的情况进行问卷调查。按医疗职称将指导教师分为主治医师组、副主任医师及主任医师两组，对比分析两组指导教师一般资料、床旁教学比例、床旁教学困难、需加强的能力等情况。采用 SPSS 21.0 进行卡方检验。

结果

共有475位指导教师参与调查问卷。96.84%（460/475）的指导教师来自于三级甲等医院，其中54.11%（257/475）的指导教师从事临床教学的工作时间大于10年。日常临床教学中97.26%（462/475）的指导教师进行床旁教学，但床旁教学占日常临床教学的时间比例低，大于50%的占30.11%（143/475）。儿科床旁教学中的主要困难为儿科病房或门急诊环境嘈杂[75.58%（359/475）]、教学时间少[71.16%（338/475）]

、临床压力大[64.63%（307/475）]、患儿配合程度低[54.95%（261/475）]

、儿科病房或门急诊有家长陪同[44.84%（213/475）]、住院医师背景差别大[41.68%（198/475）]

、科研压力大[30.11%（143/475）]等。主治医师中有41.20%（96/233）的指导教师床旁教学时间小于30%，而副主任医师及主任医师则为28.57%（68/238），2组比较差异有统计学意义（

0.05）。

结论

儿科指导教师从事床旁教学的时间占比过低，与儿科就诊环境嘈杂、儿科指导教师临床压力大等诸多因素有关。

Abstract

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%. 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% of their teaching time at the bedside

respectively

which were significantly different (

0.05).

Conclusion

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.

关键词

儿科床旁教学教学质量教学方法

Keywords

PediatricsBedside teachingTeaching qualityTeaching method

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