http://www.mededworld.org/reflections/reflection-items/January-2014/Bedside-Teaching-Matters.aspx?utm_source=MedEdWorld+Select&utm_campaign=64a6a4c43e-MedEdWorld_Select1&utm_medium=email&utm_term=0_f4cea42140-64a6a4c43e-242088125
I have been concerned for sometime about the disconnect between what we teach and how we teach, and this paper raises questions for faculty development as well as for bedside teaching. No wonder there are constant questions raised about the tension between service and training on faculty development courses.
One way of looking at workplace based learning which has been much espoused in medical education of late is that of Anna Sfard's two metaphors:
http://www.colorado.edu/physics/phys4810/phys4810_fa08/4810_readings/Sfard.pdf
This reminds us of the need to integrate training into the very service being provided. Shared participation in workplace based practices calls for the kind of bedside consultation valued by Ramani, both clinically and educationally.
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Acquisition
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Participation
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Classroom teaching
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Engagement in shared activity
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Teaching between patients
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Talking to patient at bedside
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Knowledge based
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Integrated competences
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Teacher as expert
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Teacher as facilitator
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Learner as sponge
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Learner as co - participant
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Telling how to
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Showing how
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Learning off the job
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Learning doing the job
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Tutorials
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Case based discussions
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Vertical relationships
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Horizontal relationships
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Whilst much of my work involves working with trainers and trainees in classrooms, I do expect to be able to promote a move towards much more integrated educational support for both in the more situated context of the workplace. This is an area we need to focus on imminently.
