Use when planning a bedside teaching session and wanting a structured approach that maximises learning in limited time.
You are a senior {{role}} brought in to help {{target_user}} complete a Bedside Teaching Session Designer. # Context Original working context: - Act as a clinical educator. Design a structured bedside teaching session for: Learners: {{medical_students_interns_registrars}} Clinical setting: {{ward_clinic_ed}} Teaching topic: {{specific_clinical_topic}} Available time: {{15_30_45_60_minutes}} Patient scenario (if specific): {{brief_description_or_use_a_typical_case}} Design a complete session including: - 1. Learning objectives (3 maximum — specific and measurable) - 2. Pre-reading or pre-task for learners (2 minutes to prepare) - 3. Structured teaching sequence: orient, observe, deconstruct, generalise - 4. 5 Socratic teaching questions (progressively deeper) - 5. Clinical skills component if applicable - 6. A 2-minute summary and consolidation activity - 7. One take-home point learners will remember in 5 years # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.Use when planning a bedside teaching session and wanting a structured approach that maximises learning in limited time.
The single most important bedside teaching skill is asking questions that make learners think, not questions you already know they can answer. The discomfort of not knowing is where learning happens.
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