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Abstract Aim This project aimed to maximise the learning opportunities derived from bedside teaching (BT) through standardised junior doctor (JD) tutor education and increased sessions. Method Surveys collected feedback on current BT from medical students and general surgery JDs. Next, a presentation and reference sheet were provided to JDs. Students then received the standard number of BT sessions with Teaching Fellows for the first six weeks, followed by additional sessions from the JDs in the final six weeks. Repeat surveys evaluated the effectiveness. Results Before the scheme, students felt sessions with JDs were disorganised. They desired more sessions and increased variety. JDs rated confidence and knowledge an average of 5.8/10, and wished for education on BT. Following the scheme, nearly 100% of students found the extra sessions useful, appreciating the expertise of other doctors. The sessions were rated high for usefulness (8.8/10). 83% of students found the sessions well prepared but many wished for a greater variety of specialties to be covered. All students achieved a grade of Excellent in their OSCE exams. JDs confidence increased to 7.8/10, with 80% feeling an improvement. Conclusions In conclusion, the scheme had a positive impact. This was evident from increased student satisfaction, enhanced JD confidence and exam results. However, some areas, such as speciality teaching, require improvement to fully optimise BT as a tool in medical education. It would be advisable for other departments to adopt this scheme as it emphasises the value and importance of BT, which is currently not fully utilised.
Copperwheat et al. (Mon,) studied this question.
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