Background : Numerous studies describe sharp decreases in time physicians spend at the bedside in total and as a proportion of their medical education, yet reports show bedside teaching is valued by patients, trainees, and clinicians. The emergency department environment demands that educators balance clinical time demands and educational opportunities. This innovation describes a faculty development tool to teach learner-centered techniques for bedside education.
Objective : “Serious games” offer educators structured means to apply educational theory while engaging learners through elements of play, meaning participants create and explore possibilities, and through game mechanics, which support refinement of skill within the rules of game. “Bedside Teaching Toolkit” is a game designed to encourage collaborative problem-solving while participants learn to apply effective clinical teaching techniques. Faculty draw upon their own experiences and challenges incorporating bedside teaching into practice for group discussion.
Methods : Fourteen clinical and bedside teaching techniques for oral case presentations, physical examination, clinical reasoning, procedural training, and feedback were synthesized from health professions education literature. Game mechanics were adapted from popular social judgment games (“Apples to Apples,” “Cards Against Humanity”) to utilize communities of practice, zone of proximal development, and transformative learning theory. Faculty use custom game cards to cue discussion of barriers to clinical teaching and offer constructive feedback and solutions for clinical teaching.
Outcomes : In pilot testing, 83% of participants have rated the activity as “very relevant” and 75% rated the techniques “very useful” to their clinical practice. Ten of the fourteen techniques have been selected by participants as among their top three for future use, suggesting the variety of techniques supports different faculty needs and teaching preferences.