Abstract
BackgroundA general practice rotation is mandatory in most undergraduate medical education programs. However, little is known about the student-teacher interaction which takes place in this setting. In this study we analyzed occurrence and content of teaching points.MethodsFrom April to December 2012, 410 individual patient consultations were observed in twelve teaching practices associated with the Philipps University Marburg, Germany. Material was collected using structured field-note forms and videotaping. Data analysis was descriptive in form. A teaching point is defined here as a general rule or specific, case–related information divulged by the teaching practitioner.ResultsAccording to the analysis of 410 consultations, teaching points were made in 66.3 % of consultations. During these consultations, 74.3 % general- and 46.3 % case related teaching points occurred; multiple categorizations were possible. Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation.ConclusionsThe majority of consultations conducted within student presence contained teaching points, most frequently concerning therapy. General teaching points were more common than specific teaching points. Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.
Highlights
A general practice rotation is mandatory in most undergraduate medical education programs
From April 2012 to December 2012, 35 practitioners in a total of 31 surgeries participating in the general practice and family medicine rotation were asked to participate in the study
Concerning the results, one should consider the fact that teaching points occur in over 60 % of the observed encounters as encouraging
Summary
A general practice rotation is mandatory in most undergraduate medical education programs. Little is known about the student-teacher interaction which takes place in this setting. A two week general practice and family medicine rotation is mandatory for all undergraduate medical students in Germany [1]. A number of medical faculties, including Marburg, require students to complete a three week rotation [2]. While the outcome (satisfaction, clinical skills, knowledge) and impact on career choice has been investigated previously [3, 4], little is known about studentteacher interactions which take place within this setting. It is possible to have trained in internal medicine and practice as a general practitioner. There is currently no compulsory background training in teaching
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