Just read this interesting blogpost:

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.

Acquisition	Participation
Classroom teaching	Engagement in shared activity
Teaching between patients	Talking to patient at bedside
Knowledge based	Integrated competences
Teacher as expert	Teacher as facilitator
Learner as sponge	Learner as co - participant
Telling how to	Showing how
Learning off the job	Learning doing the job
Tutorials	Case based discussions
Vertical relationships	Horizontal relationships

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.