Abstract
BackgroundTeaching general practice in a university setting is still challenging. In our department we have developed a teaching format with content from a previous lecture-style-teaching into an interactive small group format taught by frontline general practitioners (GPs). The “GP learning stations” introduce students to the skills and attributes of a GP working in primary care in a university setting. Our main objective was to understand whether the teaching format had proven itself sustainable in a university setting over eight years. Furthermore, we wanted to better understand the role of the GP as a medical educator.MethodsMore than eight years of experience in organizational and staff expenses were collected and analyzed. In addition, the grade point average of the students’ evaluation was calculated and their free text answers were categorized and evaluated descriptively. During two teach-the-teacher seminars attending GPs were asked why they teach and if they feel equipped to teach the format.ResultsThe initially high organizational and staff expenses were significantly reduced. The recruitment of GPs, their didactic contribution, and their joint creation of content went smoothly throughout the whole period. A total of 495 students participated in the regular evaluation. The analysis yielded a grade point average of 1.9, on a scale from 1 = very good to 6 = insufficient. In the free text answers students praised the educators, the format and the practical relevance. The interactive transfer of the content, the didactic competence of the educators and the spatial environment were viewed critically. Reasons for GPs to teach were the joy to pass on knowledge and experience, and to make the work of GPs more attractive to students. Most GPs felt prepared to teach through their experience as a physician although some felt unprepared to teach through their lack of didactic knowledge.ConclusionDespite reducing the costs of the format, a grade point average of 1.9 could be achieved in the long term. This supports the teaching concept of learning stations and its “mixture of discussion, scientific background and role play, combined with (…) experiences and exciting individual cases from (GPs) everyday life”, hopefully making general practice more attractive to the students.
Highlights
Teaching general practice in a university setting is still challenging
The work of general practitioner (GP) and adequate primary care have an impact on hospital admissions, mortality, health outcomes and life expectancy [5,6,7]
Therefor we offer a teach-the-teacher seminar each semester prior to the beginning of the three-day “GP learning stations”, regular didactic training, the extensive Bavarian GP network and free access to the annual “Day of General Practice” organized by our institute
Summary
Teaching general practice in a university setting is still challenging. The “GP learning stations” introduce students to the skills and attributes of a GP working in primary care in a university setting. For many medical students, becoming a general practitioner (GP) is still not a preferred career choice [1, 2]. In many countries this is a challenge in maintaining an Atmann et al BMC Medical Education (2021) 21:622 adequate primary care system [3, 4]. It is important that medical universities promote general practice as a career choice for students. Undergraduate medical education influences students career choice [8]. Exposure to charismatic role models and observing academic opportunities are important drivers of career choices [11, 12]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
