Table 1 Timing, location, and content of bedside teachers’ feedback to trainees in the context of bedside rounds (n= 111 coding references)

Insufficient physical examination performed during admission.

Physical examination instruction or correction.

Positive feedback on history obtained.

Positive feedback on superior case presentation.

Clinical reasoning or care delivered.

Lengthy and wordy case presentations, with suggestions for improvement.

Review success of bedside case presentations.

Trainee struggling with summary statement, suggestions for improvement.

Clinical reasoning and decision-making, with suggestions for improvement.

Trainees not informing patient about what they are doing, e.g. physical exam.

Trainee not speaking to comfort level of patient.

Trainee using (in)appropriate terminology at patient level.

Trainee hovering over patient during encounter.

Successful patient-centered communication demonstrated by team member(s).

Residents’ demonstration of a great teaching point at bedside.

Deficiencies in note writing and history obtained.

Missed important aspect of a patient’s past medical history.

Medical jargon used inappropriately in front of patient.

Trainee’s ability/deficiency to ask a patient a very sensitive question.

Trainee’s response and way of “dealing with” an angry patient.

Deficiencies/absence of providing student/intern feedback about presentations.

Educational skills with student/intern.

Efficiency skills in coordinating team bedside rounds.

Lack of leadership role in bedside encounter(s).

A concerning interaction or unprofessional behavior/event with a patient.

Case presentations performed at bedside.

Leadership skills in leading rounds and bedside encounters.

Assessment of core competencies on formal evaluations.