Student Mistakes and Teacher Reactions in Bedside Teaching

Autor/inn/en	Rubisch, Hannah P. K.; Blaschke, Anna-Lena; Berberat, Pascal O.; Fuetterer, Cornelia S.; Haller, Bernhard; Gartmeier, Martin
Titel	Student Mistakes and Teacher Reactions in Bedside Teaching
Quelle	In: Advances in Health Sciences Education, 28 (2023) 5, S.1523-1556 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rubisch, Hannah P. K.) ORCID (Blaschke, Anna-Lena) ORCID (Fuetterer, Cornelia S.) ORCID (Haller, Bernhard) ORCID (Gartmeier, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-023-10233-y
Schlagwörter	Medical Education; Medical Students; Error Patterns; Teaching Methods; Feedback (Response); Patients; Neurology; Internal Medicine + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Fehlertyp; Teaching method; Lehrmethode; Unterrichtsmethode; Patient; Neurologie
Abstract	We analyse interactions between teachers and students during video-recorded bedside teaching sessions in internal medicine, orthopaedics and neurology. Multiple raters used a high-inference categorical scheme on 36 sessions. Our research questions concern the types of student mistakes, clinical teachers' reactions to them and if they use different strategies to address different types of mistakes. We used a Poisson model and generalized mixed models to analyse these research questions. Most frequently, students made reproduction mistakes. Relatively high rates of rejection and a similar prevalence of low and high levels of elaboration and correction time for students were observed. Reproduction mistakes were associated with the highest level of rejection and the lowest level of elaboration. High levels of elaboration were observed when students were applying skills in new situations. Students were most often allowed time to correct when mistakes in the areas of analysis or application of skills and knowledge had occurred. There is a decrease in the rate of making mistakes for neurology and orthopaedics compared to internal medicine. Reproduction mistakes influence significantly the outcome feedback compared to application mistakes. Analytic and reproduction mistakes influence elaboration significantly compared to application mistakes. We found a significant effect whether the lecturer allows time for correction of reproduction mistakes compared to application mistakes. These results contribute to the understanding of interactive, patient-centred clinical teaching as well as student mistakes and how teachers are reacting to them. Our descriptive findings provide an empirical basis for clinical teachers to react to student mistakes in didactically fruitful ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01