Tackling the challenge of bedside teaching: give feedback for students to self-correct

feedback   Feedback is often conceptualized as a process that occurs after an event. But when it comes to bedside rounds, effective teaching occurs when feedback takes place during the event. In a video ethnographic study of 12 bedside teaching encounters, Rizan et al use conversation analysis to identify effective feedback strategies that promote learning. Some examples include avoiding highly explicit (no, that is wrong) or implicit (well, we shall see…) correction techniques, and judicious use of self-correction strategies such as clarifying the question, providing hints, and even a 2-second pause before responding to the student’s incorrect answer. The goal of bedside rounds should be to guide the student to discover the correct answer. Use of these self-correction strategies can be “face-saving” for the student, establishing a supportive learning environment while minimizing exposure of student error to patients. –Sarang Kim, MD

Rizan C, Elsey C, Lemon T, Grant A, Monrouxe LV., Feedback in action within bedside teaching encounters: a video ethnographic study.,Med Educ. 2014 Sep;48(9):902-20.

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