A Phenomenological Study of Resident Physicians' Experiences of Bedside Teaching

Abstract

Objective: This study explores the perceptions, challenges, and impact of BST on the clinical skills of resident physicians.

Study Design: A descriptive phenomenological study
Place and Duration of Study: This study was conducted at the medical ward of Khyber Teaching Hospital, Peshawar from December 2024 to June 2025.

Methods: A descriptive phenomenological approach was employed to investigate the lived experiences of nine resident physicians. Semi-structured, in-depth interviews were conducted using purposive sampling. Data collection continued until saturation was reached. Ethical approval was obtained, and confidentiality was ensured through anonymized, audio-recorded interviews. The transcribed data were analyzed using Colaizzi’s thematic analysis method.

Results: Four key themes emerged: (1) perceived value of BST, (2) challenges faced, (3) impact on clinical skills, and (4) recommendations for improvement. Most residents found BST valuable for real-time learning, clinical reasoning, and patient communication. However, barriers such as time constraints, inconsistent teaching styles, and patient privacy concerns hindered its effectiveness. Residents acknowledged BST’s role in enhancing diagnostic accuracy, recognition of clinical signs, and efficiency in physical examination. Suggestions for improvement included structured sessions, interactive discussions, detailed feedback, and small-group bedside discussions.

Conclusion: Despite its recognized value in clinical training, BST remains underutilized due to systemic challenges. Addressing time limitations and improving teaching consistency could enhance its effectiveness. Implementing structured, interactive, and feedback-oriented BST sessions may optimize resident learning and improve patient care.