Ward-based clinical teaching in gynaecology: Principles and practice

Abstract

Clinical teaching on the wards remains a prime method of educational instruction. Despite changes in modern educational climate and patient expectations, its value is still irrefutable. There is evidence to suggest that such teaching is beneficial to students and patients alike. This paper describes the planning and delivery steps of a ward-based teaching session with ‘pregnancy of unknown location’ as an example. The organisation, following-up and feedback after the session are also mentioned. We have discussed the models applicable to clinical teaching and explored ways how the ‘microskill’ technique could be potentially used in such a situation. The paper also focuses on the use of clinical reasoning processes. Finally, the six domains of knowledge necessary to become a good preceptor have been applied to the session. A good teaching exercise is moored to sound pedagogical principles. Its success relies on mutual trust and understanding between the teacher and the taught.

Keywords:

• Clinical teachings
• ward based teaching
• microskills technique
• clinical reasoning principles
• Irby's domains of knowledge

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.