On the face of it, it seems entirely reasonable to pass a student who attends ten percent (or even less) of the bedside teaching but has a reasonable performance in every aspect of the examination. After all, we are looking for good doctors, not obedient students.
But, many of our colleagues are not at ease. The reason is simple: Our system of examination is far from ideal. Although we try all possible and impossible methods to test every conceivable aspect of the desired capability of our student, the system remains artificial and often does not reflect the actual clinical competence of a graduate. In short, it is possible that a student could do very well in the examination but remains a lousy doctor – and this occurrence is not all that rare.
And, at this point, the value of attending bedside teaching becomes obvious: It represents a form of clinical exposure. Medicine is, by and large, a practical subject. Having attended a minimal number of bedside teaching guarantees a certain degree of clinical exposure.
It sounds logical, eh?
Hold on. The point is: Does bedside teaching represent a meaningful clinical exposure?
The answer should be obvious - no, not always, and I would say not often.
And, if a student decides to skip the clinical teaching and stay in the ward so that he could see some patients himself, why should we worry? (Alas, yes, of course, I agree this happening is exceedingly rare.)
On this, the Finagel’s Law suddenly comes to my mind – and I cannot resist the temptation to modify it a bit:
- The system we have is not the system we want.
- The system we want is not the system we need.
- The system we need is not available.
1 comment:
Throughout all these years, I have gradually developed an alternative, yet outrageous and philosophical, view on these teachings and exams:
One will treasure what he/she has got only if he/she has gone through difficulties and hardship. These kinds of teaching attendance and exams only serve as challenges so that our fellow students can be put through the mill and have the opportunity to acknowledge their own efforts in overcoming the hardship and tribulations before graduation, and they will treasure and respect what they have achieved.
Sadly, what's happening to the curriculum in recent years is actually depriving our students' opportunity to develop their sense of achievement, confidence and respect of the profession.
Post a Comment