Online Small Group Clinical Be(side) Teaching (BeST) Using Authentic Scenario with Hypothetico-Deductive Approach and Gagne Instructional Model

Abstract

Online training is intended to provide a solution to on-campus teaching and learning, this is not always the case. The important factor in designing online learning sessions should be consider, how to prevent students from getting frustrated with increasingly high workload. The basic principle to ensure this is to divide a session into several chunks that help students being engaged and motivated. One should think of putting up something, which is collaborative, interactive, dynamic and full of fun. Bedside Teaching (BST) of a clinical environment converted to an online delivery however, achieving learning outcome, is difficult to imagine. In the current scenario of COVID-19 pandemic, it is wise to consider educational pedagogy to design and develop teaching and learning method rather than focusing on using technology for online delivery. Teachers can be guided by the nine steps of Gagne’s Instructions Model that authors have explored and named Be(Side) Teaching (BeST) as a traditional BST. The method is a systematic process for instructional classes in which each step addresses a form of communication that help learning process online. On completing each step learners are likely to be engaged that may help them to retain and transfer information for longer retention with a contextualised Kolb experiential learning cycle at the end. Authors adapted clinical reasoning in a problem-solving learning method using small group (6–8 students) guided by a supervisor. The learning experience design worked well in supervisor’s experience.