Blank Wolfgang, Sporkert Anna, Daenenfaust Lars, Gehrke-Beck Sabine
General Practice "Im Bayerwald", Am Alten Sportplatz 3, 94259, Kirchberg im Wald, Germany.
Danube Private University GmbH (DPU), Steiner Landstraße 124, , Krems an der Donau, 3500, Austria.
BMC Med Educ. 2025 Sep 2;25(1):1243. doi: 10.1186/s12909-025-07879-0.
Recruiting and retention of teaching practices is challenging. Although GP teaching physicians are predominantly intrinsically motivated, the time required for teaching is often cited as a barrier. Practice teams could benefit, if the students' learning in practice is optimized in such a way that there is also a noticeable positive impact in daily work. To inform this, we explored students', general practitioners' (GPs) and practice assistants' (PAs) views on the positive impact that students could have during a general practice clerkship (GPC). We asked participants and teaching practices of the "Excellent Summer", a GPC project in rural Bavaria.
Based on a qualitative survey, we developed a questionnaire with 12 items rating the potential benefits of students in practice. Students, GPs and PAs gave their subjective assessment of the benefits on a 4-point Likert scale. The students completed the questionnaire before and after their clinical traineeship. The assessments of the three groups were compared using variance analysis, the pre-post assessment among students using the Wilcoxon signed-rank test.
44 students, 59 GPs and 29 PAs (100% response rate) responded. Initially, the students rated their support in routine tasks and their influence on cultural attitudes higher than GPS and PAs. GPs and PAs rated students´contribution through up-to-date knowledge and the stimulation of self-reflection higher than students themselves. They similarly saw enjoyment with teaching and sharing experiences as bigger than students. MFAs perceived the influence of students in a similar way to the GPs, but saw the benefit of students for patient care more positively. During the clinical traineeship, the students' assessment approached that of the practice team in some aspects.
Differing expectations can be addressed with customized preparation and instructions for students and practice teams and optimize benefits of students´ activities. Positive impact of students´ clerkships can facilitate recruiting and retainment of teaching practices.
招募和留住教学机构具有挑战性。尽管全科医学教学医师主要是出于内在动机，但教学所需时间常被视为障碍。如果能以一种在日常工作中也能产生显著积极影响的方式优化学生在实习中的学习，那么实习团队将从中受益。为了对此提供参考，我们探讨了学生、全科医生（GP）和实习助理（PA）对学生在全科医学实习（GPC）期间可能产生的积极影响的看法。我们询问了巴伐利亚农村地区一个GPC项目“卓越暑期”的参与者和教学机构。
基于定性调查，我们编制了一份包含12个项目的问卷，用于评估学生在实习中的潜在益处。学生、全科医生和实习助理根据4分量表对这些益处进行主观评估。学生在临床实习前后完成问卷。使用方差分析比较三组的评估结果，使用Wilcoxon符号秩检验比较学生实习前后的评估结果。
44名学生、59名全科医生和29名实习助理（回复率100%）做出了回应。最初，学生对自己在日常任务中的支持以及对文化态度的影响的评分高于全科医生和实习助理。全科医生和实习助理对学生通过最新知识和激发自我反思所做贡献的评分高于学生自己。他们同样认为教学和分享经验的乐趣比学生更大。实习助理对学生影响的看法与全科医生相似，但对学生在患者护理方面的益处评价更为积极。在临床实习期间，学生的评估在某些方面接近实习团队。
通过为学生和实习团队提供定制的准备和指导，可以解决不同的期望，并优化学生活动的益处。学生实习的积极影响有助于招募和留住教学机构。
