• Ajaya Kumar Dhakal, Devendra Shrestha, Suraj Bajracharya, Amita Pradhan, Balman Singh Karki, and Sanjaya Dhakal.
• Department of Pediatrics, KIST Medical College Teaching Hospital, Imadol, Lalitpur, Nepal.
• JNMA J Nepal Med Assoc. 2018 Mar 1; 56 (211): 640-645.

IntroductionBedside teaching is an important and established learning tool in medical education. However there is a decline in bedside teachings over the years throughout the world including Nepal, due to advancement in medical technology, clinical skills labs and simulation techniques. This study aimed to find out the perception of Nepalese medical students towards different domains of bedside teaching.MethodsThis was a descriptive cross-sectional study. A questionnaire consisting of Likert scale, open ended and closed ended questions was developed on different aspect of bedside teaching and the filled questionnaires were included for analysis.ResultsThree hundred and six questionnaires were included. Almost all of medical students responded that bedside teaching is a useful learning modality in clinical teaching 304 (99.3%) and provides active learning in real context 291 (95%). The majority of medical students 233 (76%) were satisfied with the steps of history taking, examination followed by management discussion employed at bedside teaching. The students 223 (73%) were satisfied, how to elicit signs following demonstration of clinical exam by teachers at bedside. However majority 196 (64%) felt lack of individual opportunity at bedside. According to students, focussing more on practically oriented clinical skills with proper supervision would improve learning while hindering factors were large number of students and patient's uncooperativeness. Good communication was considered the best method of alleviating patient discomfort at bedside teaching in this study.ConclusionsThe study concluded that medical students have positive response and learning attitudes towards different aspects of bedside teaching.

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