Alberti Hugh, Randles Hannah L, Harding Alex, McKinley Robert K
School of Medical Education, Newcastle University Medical School, Newcastle upon Tyne, Tyne and Wear.
University of Exeter Medical School, Exeter, Devon.
Br J Gen Pract. 2017 Apr;67(657):e248-e252. doi: 10.3399/bjgp17X689881. Epub 2017 Feb 28.
It has been suggested that the quantity of exposure to general practice teaching at medical school is associated with future choice of a career as a GP.
To examine the relationship between general practice exposure at medical school and the percentage of each school's graduates appointed to a general practice training programme after foundation training (postgraduate years 1 and 2).
A quantitative study of 29 UK medical schools.
The UK Foundation Programme Office (UKFPO) destination surveys of 2014 and 2015 were used to determine the percentage of graduates of each UK medical school who were appointed to a GP training programme after foundation year 2. The Spearman rank correlation was used to examine the correlation between these data and the number of sessions spent in placements in general practice at each medical school.
A statistically significant association was demonstrated between the quantity of authentic general practice teaching at each medical school and the percentage of its graduates who entered GP training after foundation programme year 2 in both 2014 (correlation coefficient [r] 0.41, = 0.027) and 2015 (r 0.3, = 0.044). Authentic general practice teaching here is described as teaching in a practice with patient contact, in contrast to non-clinical sessions such as group tutorials in the medical school.
The authors have demonstrated, for the first time in the UK, an association between the quantity of clinical GP teaching at medical school and entry to general practice training. This study suggests that an increased use of, and investment in, undergraduate general practice placements would help to ensure that the UK meets its target of 50% of medical graduates entering general practice.
有人提出，医学院校接触全科医学教学的时长与未来选择全科医生职业有关。
研究医学院校的全科医学接触经历与各医学院校毕业生在基础培训（研究生1年级和2年级）后被选入全科医学培训项目的比例之间的关系。
对英国29所医学院校进行的定量研究。
利用英国基础项目办公室（UKFPO）2014年和2015年的目的地调查，确定每所英国医学院校在基础培训第2年后被选入全科医生培训项目的毕业生比例。采用斯皮尔曼等级相关分析来检验这些数据与每所医学院校在全科医学实习中所花费的课时数之间的相关性。
2014年（相关系数[r] 0.41, P = 0.027）和2015年（r 0.3, P = 0.044）的数据均显示，各医学院校真实的全科医学教学量与其毕业生在基础培训项目第2年后进入全科医生培训的比例之间存在统计学上的显著关联。这里的真实全科医学教学是指在有患者接触的诊所中进行的教学，与医学院校的非临床课程（如小组辅导课）形成对比。
作者首次在英国证明了医学院校临床全科医学教学量与进入全科医学培训之间的关联。这项研究表明，增加本科阶段全科医学实习的使用和投入将有助于确保英国实现50%的医学毕业生进入全科医学领域的目标。
