A qualitative study on dyad practice in a clinical setting.

INTRODUCTION

General practice in Denmark is at risk of experiencing an educational capacity problem in which the quality of medical students' clinical stays is compromised due to reduced tutor capacity. Dyad practice, in which students work and acquire competencies in pairs, is known from simulation and ultrasound training to be as effective with regard to learning outcome as single practice despite reduced hands-on time. This study aimed to explore the experience of dyad practice during a group of medical students' first clinical stay in general practice.

METHODS

A focus group interview was conducted with eight medical students who had attended clinical stays in general practice in four dyads. Individual semi-structured interviews were held with three general practitioners who tutored the medical students during the clinical stays. Data were transcribed by the interviewer and analysed using systematic text condensation.

RESULTS

Both the medical students and general practitioners described how dyad practice enhanced the students' self-reflection and introduced new learning experiences. Furthermore, the medical students experienced shared memory with their peer and a broader overview before, during and after the consultation with the patient.

CONCLUSIONS

Dyad practice was experienced by both medical students and general practitioners as suitable for medical students' first-time clinical stay in general practice. Dyad practice may thus reduce the capacity problems with regard to medical education in general practice.

FUNDING

This study was funded in part by the PLU Foundation.

TRIAL REGISTRATION

not relevant.