The Five-Minute Moment - 25/07/16
Doi : 10.1016/j.amjmed.2016.02.020
Jeffrey Chi, MD a, ⁎ 
, Maja Artandi, MD a, John Kugler, MD a, Errol Ozdalga, MD a, Poonam Hosamani, MD a, Elizabeth Koehler, MD a, Lars Osterberg, MD a, Junaid Zaman, MA, BMBCh, MRCP a, b, Sonoo Thadaney, MBA a, Andrew Elder, MD c, Abraham Verghese, MD, MACP a
, Maja Artandi, MD a, John Kugler, MD a, Errol Ozdalga, MD a, Poonam Hosamani, MD a, Elizabeth Koehler, MD a, Lars Osterberg, MD a, Junaid Zaman, MA, BMBCh, MRCP a, b, Sonoo Thadaney, MBA a, Andrew Elder, MD c, Abraham Verghese, MD, MACP a a Program in Bedside Medicine, Department of Medicine, Stanford University School of Medicine, Calif
b Imperial College London, England
c College of Medicine, Edinburgh University, United Kingdom
∗Requests for reprints should be addressed to Jeffrey Chi, MD, Program in Bedside Medicine, Stanford School of Medicine, 300 Pasteur Dr, MC 5209, Stanford, CA 94305.Program in Bedside MedicineStanford School of Medicine300 Pasteur DrMC 5209StanfordCA94305
Abstract |
In today's hospital and clinic environment, the obstacles to bedside teaching for both faculty and trainees are considerable. As electronic health record systems become increasingly prevalent, trainees are spending more time performing patient care tasks from computer workstations, limiting opportunities to learn at the bedside. Physical examination skills rarely are emphasized, and low confidence levels, especially in junior faculty, pose additional barriers to teaching the bedside examination.
Le texte complet de cet article est disponible en PDF.Keywords : Medical education, Physical examination
Plan
| Funding: None. |
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| Conflict of Interest: None. |
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| Authorship: All authors had access to the data and played a role in writing this manuscript. |
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| JC and MA contributed equally. |
© 2016
Elsevier Inc. Tous droits réservés.
Vol 129 - N° 8
P. 792-795 - août 2016 Retour au numéro
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