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Bedside Teaching in Rural Family Medicine Education in Japan

Author

Listed:
  • Ryuichi Ohta

    (Community Care, Unnan City Hospital, 96-1 Iida, Daito-cho, Unnan 699-1221, Japan)

  • Chiaki Sano

    (Department of Community Medicine Management, Faculty of Medicine, Shimane University, 89-1 Enya cho, Izumo 693-8501, Japan)

Abstract

Bedside teaching is essential in family medicine education so that residents may learn about various clinical conditions and develop professional skills. In particular, bedside teaching is useful in a rural context because rural family medicine deals with a broad scope of biopsychosocial problems among older patients. Accordingly, based on an inductive thematic analysis, we propose a framework for bedside teaching in rural family medicine education, which consists of four themes: accommodation of different learners, near-peer learning, the change in engagement of medical teachers in bedside teaching, and driving interpersonal collaboration. Bedside teaching can promote interactions between different medical learners. Near-peer learning in bedside teaching compensates for the limited availability of educators and improves learners’ motivation for self-directed learning. Through bedside teaching, medical learners can observe each other and provide constructive feedback, thereby improving their relationships and learning. For effective bedside teaching, medical educators should facilitate learners and collaborate with other medical professionals. Additionally, bedside teaching should accommodate a variety of learners, facilitate near-peer and self-directed learning, educators’ involvement based on cognitive apprenticeship, along with interprofessional collaboration with nurses. Interprofessional collaboration between rural family medicine teachers, learners, and nurses may improve the quality of patient care due to the increased understanding between patients and other medical staff in hospitals.

Suggested Citation

  • Ryuichi Ohta & Chiaki Sano, 2022. "Bedside Teaching in Rural Family Medicine Education in Japan," IJERPH, MDPI, vol. 19(11), pages 1-9, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:11:p:6807-:d:830399
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    References listed on IDEAS

    as
    1. Ryuichi Ohta & Satoko Maejma & Chiaki Sano, 2022. "Nurses’ Contributions in Rural Family Medicine Education: A Mixed-Method Approach," IJERPH, MDPI, vol. 19(5), pages 1-13, March.
    2. Nozomi Nishikura & Ryuichi Ohta & Chiaki Sano, 2021. "Effect of Residents-as-Teachers in Rural Community-Based Medical Education on the Learning of Medical Students and Residents: A Thematic Analysis," IJERPH, MDPI, vol. 18(23), pages 1-12, November.
    3. Ryuichi Ohta & Chiaki Sano, 2022. "Reflection in Rural Family Medicine Education," IJERPH, MDPI, vol. 19(9), pages 1-9, April.
    4. Ryuichi Ohta & Yoshinori Ryu & Chiaki Sano, 2021. "Family Medicine Education at a Rural Hospital in Japan: Impact on Institution and Trainees," IJERPH, MDPI, vol. 18(11), pages 1-14, June.
    Full references (including those not matched with items on IDEAS)

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