N Peter Reeves, Victor Giancarlo Sal Y Rosas Celi, Anne N Lutomia, John William Medendorp, Julia Bello-Bravo, Barry Pittendrigh
Agricultural education in Africa using YouTube multilingual animations: A retrospective feasibility study assessing costs to reach language-diverse populations
PloS one
students experience bedside teaching bst clinical placement significantly decreased shift teaching away bedside educational value teaching ward rounds wrs also debated research considered constitutes good bst student perspective guidance support clinician teachers produced semistructured interviews conducted 10 secondyear students 10 fourth fifthyear students studying leeds medical school data analysed using thematic analysis identified four themes 1 benefits early clinical experience 2 qualities good clinical teachers 3 shift preference structured opportunistic learning 4 increased valuing wr site learning structure bst adapted learners stage training graduated approach structured preparation observation authentic observed participation feedback students early lack clinical knowledge makes difficult meaningfully observe partake ward activities early clinical experience good teaching perceived structured supported clinician learners progress better able engage opportunistic learning actively involves patient care also valued structured teaching feedback patient contact supervised participatory observed feedbackdriven approach adopted later years teaching must address knowledge skills required doctor facilitated active role patient care