1Asisstant Professor, Mental Health Department, Jahrom University of Medical Sciences, Jahrom, Iran
2Nursing Phd Students, Nursing Department, Jahrom University of Medical Sciences, Jahrom, Iran
3Nursing Department, Jahrom University of Medical Sciences, Jahrom, Iran
*Corresponding author: Leili Mosalanejad, Main Campus, Jahrom University of Medical Sciences, Motahari street, Jahrom, Iran, Postalcod: 74148 Mobile: 00098-09177920813 Email: mossla_1@yahoo.com, mosalanejad@jims.ac.ir
Online published on 14 August, 2013.
The aim of this paper is to examine the quality and barriers of bedside teaching from professors’ point of view.
we performed a cross sectional study on 60 professors (clinical, nursing and paramedicine) in Jahrom University of Medical Sciences. Data gathering was done using a 3-part questionnaire. Demographic data, qualifying bedside teaching with ten 5-part questions (r=0/83) and surveying the barriers of bedside teaching with 12 questions (r=0/93) were included in the first, second and third parts, respectively.
Results showed that professors evaluated the quality of bedside teaching to be higher in three aspects: developing communicative skills 4/50 (0/54), standard physical examination 4/44 (0/53) and improving professional skills 4/44 (0/66). The most important barrier of using this method was reported to be shortage of time, Teachers’ lack of skills in applying techniques, and students’ lack of knowledge about this approach.
It seems that there is still a large gap to reach the standard use of this method. So, offering appropriate education to professors in order to provide the situation for optimum use of this method, seems to be necessary
Bedside Teaching, Barrier, Teachers’ Attitude, Qualitative Evaluation, Effectiveness
