Department of General Practice, Medical Faculty, University of Leipzig, Leipzig, Germany.
Institute of General Practice and Family Medicine, Martin-Luther-University Halle-Wittenberg, Halle/Saale, Germany.
BMC Med Educ. 2019 Jan 25;19(1):33. doi: 10.1186/s12909-018-1445-2.
Worldwide, many undergraduate general practice curricula include community-based courses at general practitioners' (GPs') offices. Usually the academic general practice departments collaborate with networks of affiliated teaching practices. To successfully master the challenge of network development and extension, more information is needed about GPs' willingness to be involved in different teaching formats, important influencing factors, incentives, barriers, and the need for financial compensation.
In this cross-sectional study a questionnaire survey was conducted among all GPs working in Leipzig and environs (German postal code area 04). In addition to descriptive statistics, group comparisons and logistic regression were performed to reveal differences between GPs with and without an interest in teaching.
Response rate was 45.3% with 339 analyzable questionnaires. The average age was 52.0 years and 58.4% were women. Sixty-two participants stated that they were already involved in teaching undergraduates. Altogether 60.1% of all GPs and 53.5% among those who didn't teach yet were basically interested in being involved in undergraduate education. The interested GPs could imagine devoting on average 6.9 h per month to teaching activities. GPs interested in teaching were on average younger, were more actively involved in continuing education and professional associations, and more frequently had pre-existing teaching experiences. The willingness to teach differed substantially among teaching formats. GPs were more willing to teach at their own practices rather than at university venues and they preferred skills-oriented content. Comprehensive organization on the part of the university including long-term scheduling and available teaching materials was rated as most important to increase the attractiveness of teaching. Time restraints and decreased productivity were rated as the most important barriers. Interested GPs appreciated financial compensation, particularly for teaching at university venues, and demanded amounts of money corresponding to German GPs' hourly income.
The GPs' interest in undergraduate teaching is generally high indicating a substantial pool of potential preceptors. Recruitment strategies should consider the collaboration with institutions involved in residency and continuing education as well as with professional associations. Comprehensive organization by the responsible department should be promoted and time restraints and decreased productivity should be overtly addressed and financially compensated.
在全球范围内，许多本科的全科医学课程都包括在全科医生（GP）诊所进行的基于社区的课程。通常，学术全科医学系与附属教学实践网络合作。为了成功应对网络发展和扩展的挑战，需要更多有关 GP 参与不同教学形式的意愿、重要影响因素、激励措施、障碍以及对财务补偿的需求的信息。
在这项横断面研究中，对莱比锡及其周边地区（德国邮政编码区 04）的所有全科医生进行了问卷调查。除了描述性统计外，还进行了组间比较和逻辑回归，以揭示对教学有兴趣和没有兴趣的 GP 之间的差异。
回复率为 45.3%，可分析的问卷为 339 份。平均年龄为 52.0 岁，女性占 58.4%。有 62 名参与者表示他们已经参与了本科生的教学。总共 60.1%的全科医生和 53.5%尚未教学的全科医生表示他们对参与本科教育有基本的兴趣。有兴趣教学的 GP 平均每月可投入 6.9 小时进行教学活动。对教学感兴趣的 GP 更年轻，更积极地参与继续教育和专业协会，并且更频繁地具有预先存在的教学经验。对各种教学形式的教学意愿存在很大差异。GP 更愿意在自己的诊所而不是在大学场所进行教学，并且更喜欢以技能为导向的内容。大学方面的全面组织，包括长期安排和可用的教学材料，被认为是增加教学吸引力的最重要因素。时间限制和生产力下降被认为是最重要的障碍。有兴趣的 GP 赞赏经济补偿，特别是在大学场所教学，并要求获得与德国 GP 每小时收入相对应的金额。
GP 对本科教学的兴趣普遍较高，表明有大量潜在的导师。招聘策略应考虑与住院医师和继续教育机构以及专业协会的合作。应促进负责部门的全面组织，并明确解决时间限制和生产力下降的问题，并给予经济补偿。
