Blank Wolfgang A, Blankenfeld Hannes, Beck Anton J, Frangoulis Anna-Maria, Vorderwülbecke Florian, Fleischmann Andreas
Gemeinschaftspraxis im Bayerwald, Kirchberg im Wald, Deutschland.
Hausarztpraxis, München, Deutschland.
GMS Z Med Ausbild. 2014 Aug 15;31(3):Doc27. doi: 10.3205/zma000919. eCollection 2014.
Traditional university teaching formats are of limited use when it comes to conveying the inner workings and specific remit of general medicine in a practical way. Small supervised groups present themselves as a plausible and effective alternative for learning to interact with patients in low prevalence areas.
A frontal lecture was transformed into an interactive seminar-like lecture for 280 students. Short kick-off presentations served as an introduction to rotating circuit stations. Knowledge, skills and professional attitude specific to general and family medicine were intensively trained by 28 small groups in and around the auditorium by means of activating didactic methods. The small groups were supervised by experienced GP's trained as tutors. During six days, consisting of 3.5 hour sessions per day, working methods, a large variety of common medical conditions, preventive primary care and care for the elderly were amongst the topics addressed.
This new format was successfully implemented and developed with regards to content as well as organisation. Well over 90% of the 274 participating students evaluated tutors' commitment, coherent delivery of content, learner-oriented atmosphere and practical focus positively. Given the advantages of a small-group learning situation, the somewhat cramped conditions were accepted by 92%.
The innovative concept was able to work successfully within the specific framework of patient care in a general and family medicine setting. A creative approach to the lack of space managed to mobilise resources for practical small-group work. Being able to work on specific general practice problems in a small-group setting and immediately reflect upon them was rated positively overall.
Responsibilities and specific working methods in general practice / family medicine can be trained successfully even with large groups of students when limited space is used creatively. In a supervised circuit-training setting, students are able to apply their existing knowledge and skills in a practical way. Further research is needed to assess individual learning success and gains in competence under this novel learning situation.
在以实际方式传达普通医学的内部运作和具体职责方面，传统的大学教学形式作用有限。小型督导小组是在低发病率地区学习与患者互动的一种可行且有效的替代方式。
一场面向280名学生的正面讲座被转变为类似互动研讨会的讲座。简短的开场介绍作为轮转站点的入门内容。普通和家庭医学特有的知识、技能及职业态度通过28个小组在礼堂内外运用活跃的教学方法进行了强化培训。这些小组由经过培训担任导师的经验丰富的全科医生督导。在为期六天、每天3.5小时的课程中，工作方法、各类常见病症、预防性初级保健以及老年护理等都是涉及的主题。
这种新形式在内容和组织方面均成功实施并得到发展。274名参与学生中超过90%对导师的投入、内容的连贯呈现、以学习者为导向的氛围以及实践重点给予了积极评价。鉴于小组学习环境的优势，92%的学生接受了略显拥挤的条件。
这一创新理念能够在普通和家庭医学环境中患者护理的特定框架内成功运作。针对空间不足的创造性方法成功调动了资源用于实际的小组工作。能够在小组环境中处理特定的全科医疗问题并立即进行反思，总体上得到了积极评价。
即便学生人数众多，当创造性地利用有限空间时，普通实践/家庭医学中的职责和特定工作方法也能够成功得到培训。在督导式巡回培训环境中，学生能够以实际方式应用他们现有的知识和技能。需要进一步研究以评估在这种新型学习环境下的个人学习成效和能力提升情况。
