The “I Plan” Approach to Becoming a Better Bedside Teacher: A Faculty Development Workshop

1Denver Veterans Affairs Medical Center, Denver, CO
2Denver Health and Hospital Authority, Denver, CO
3University of Colorado Denver Hospital, Denver, CO

Meeting: Hospital Medicine 2011, May 10-13, Dallas, Texas.

Abstract number: 211

Background:

Although educators espouse the benefits of bedside teaching and faculty and trainees report they would prefer more bedside teaching, the proportion of time on rounds spent at the patient bedside has decreased markedly, from 75% in the 1960s to 17% most recently. Faculty members feel inadequately prepared to teach at the bedside and often cite time constraints as a barrier to going to the bedside.

Purpose:

We sought to design and implement a multimedia, interactive faculty development workshop with the following specific faculty learning objectives: (1) to understand the proposed advantages of bedside teaching, (2) to recognize the barriers to teaching and learning at the bedside, (3) to discuss strategies and techniques to enhance their abilities to teach effectively at the bedside, and (4) to describe the “I PLAN” model, an innovative approach to making teaching at the bedside fun, effective, and simple.

Description:

We designed and implemented a 2hour faculty development workshop to teach the I PLAN model for approaching bedside teaching, derived from bedside rounding literature and expert consensus. The model covers 2 domains of attending behaviors: preparation for bedside teaching (the I's—Introduction, In the Moment, Independent Thought, Interruptions, and Inspection) and specific teaching strategies during the bedside encounter (PLAN—Patient, Learner, Attending, and Next Steps). The workshop included facilitated discussions, small‐group sessions, and 4 short instructional videotapes. End‐of‐session feedback forms provided data on learner perceptions of workshop utility. Sixteen faculty attended the workshop, spanning numerous specialties including internal medicine, pediatrics, and emergency medicine. Faculty attendees cited multiple barriers to bedside teaching, closely mirroring the literature on this subject, including: anxiety for themselves, anxiety for learners and patients, concerns about efficiency, teaching to multilevel learners, how to address sensitive issues. Faculty found the I PLAN model to be quite useful in its ability to help attendings set the stage for effective bedside encounters and, by providing a straightforward and memorable model, for successful bedside teaching encounters. The faculty found the instructional videos demonstrating good and bad attending teaching behaviors to be engaging and of high educational value.

I PLAN model for effective bedside teaching.

Postworkshop survey of overall effectiveness.

Conclusions:

A multimedia, interactive faculty development workshop designed around a straightforward and memorable 2‐domain model may be an effective strategy to help teachers overcome perceived barriers to bedside teaching and enhance their ability to teach effectively in the presence of the patient.

Disclosures:

C. Stickrath ‐ none; M. Anderson ‐ none; C. Zwillich ‐ none; D. Boyle ‐ none; E. Aagaard ‐ none

To cite this abstract:

Stickrath C, Anderson M, Zwillich C, Boyle D, Aagaard E. The “I Plan” Approach to Becoming a Better Bedside Teacher: A Faculty Development Workshop. Abstract published at Hospital Medicine 2011, May 10-13, Dallas, Texas. Abstract 211. Journal of Hospital Medicine. 2011; 6 (suppl 2). https://www.shmabstracts.com/abstract/the-i-plan-approach-to-becoming-a-better-bedside-teacher-a-faculty-development-workshop/. Accessed July 19, 2019.

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