The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice
Abstract Background Teaching 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 learni...
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| Format: | Article |
| Language: | English |
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BMC
2021-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-021-03057-0 |
| _version_ | 1819177630648238080 |
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| author | Oxana Atmann Marion Torge Antonius Schneider |
| author_facet | Oxana Atmann Marion Torge Antonius Schneider |
| author_sort | Oxana Atmann |
| collection | DOAJ |
| description | Abstract Background Teaching 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. Methods More 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. Results The 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. Conclusion Despite 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. |
| first_indexed | 2024-12-22T21:29:43Z |
| format | Article |
| id | doaj.art-5fc347805358455994ea7b3d80ea4f65 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-22T21:29:43Z |
| publishDate | 2021-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-5fc347805358455994ea7b3d80ea4f652022-12-21T18:11:57ZengBMCBMC Medical Education1472-69202021-12-0121111010.1186/s12909-021-03057-0The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practiceOxana Atmann0Marion Torge1Antonius Schneider2Technical University of Munich, TUM School of Medicine, Institute of General Practice and Health Services ResearchTechnical University of Munich, TUM School of Medicine, Institute of General Practice and Health Services ResearchTechnical University of Munich, TUM School of Medicine, Institute of General Practice and Health Services ResearchAbstract Background Teaching 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. Methods More 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. Results The 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. Conclusion Despite 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.https://doi.org/10.1186/s12909-021-03057-0Teaching general practiceTeachingGP as a medical educator |
| spellingShingle | Oxana Atmann Marion Torge Antonius Schneider The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice BMC Medical Education Teaching general practice Teaching GP as a medical educator |
| title | The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice |
| title_full | The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice |
| title_fullStr | The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice |
| title_full_unstemmed | The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice |
| title_short | The “General practitioner learning stations”—development, implementation and optimization of an innovative format for sustainable teaching in general practice |
| title_sort | general practitioner learning stations development implementation and optimization of an innovative format for sustainable teaching in general practice |
| topic | Teaching general practice Teaching GP as a medical educator |
| url | https://doi.org/10.1186/s12909-021-03057-0 |
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