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Teaching points-do they occur and what do they contain? An observation study concerning the general practice rotation.

Duncan GF, Roth LM, Donner-Banzhoff N, Boesner S - BMC Med Educ (2016)

Bottom Line: Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation.General teaching points were more common than specific teaching points.Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.

View Article: PubMed Central - PubMed

Affiliation: Department of Anesthesiology and Intensive Care Medicine, Philipps University Marburg, Baldingerstrasse, D-35033, Marburg, Germany. duncang@staff.uni-marburg.de.

ABSTRACT

Background: A general practice rotation is mandatory in most undergraduate medical education programs. However, little is known about the student-teacher interaction which takes place in this setting. In this study we analyzed occurrence and content of teaching points.

Methods: From April to December 2012, 410 individual patient consultations were observed in twelve teaching practices associated with the Philipps University Marburg, Germany. Material was collected using structured field-note forms and videotaping. Data analysis was descriptive in form. A teaching point is defined here as a general rule or specific, case-related information divulged by the teaching practitioner.

Results: According to the analysis of 410 consultations, teaching points were made in 66.3% of consultations. During these consultations, 74.3% general- and 46.3% case related teaching points occurred; multiple categorizations were possible. Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation.

Conclusions: The majority of consultations conducted within student presence contained teaching points, most frequently concerning therapy. General teaching points were more common than specific teaching points. Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.

No MeSH data available.


Related in: MedlinePlus

Content of teaching points- multiple categorizations possible (n = 272). Legend: (y) axis: Number (percentage) of different teaching points. (x)-axis teaching point content
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Fig1: Content of teaching points- multiple categorizations possible (n = 272). Legend: (y) axis: Number (percentage) of different teaching points. (x)-axis teaching point content

Mentions: The occurrence and content of teaching points made during the observed consultations are shown in Fig. 1. Teaching points were made in 66.3 % of all 410 observed consultations; most of these were of a general nature, occurring in 74.3 % of all 272 consultations containing teaching points. Specific, case-related teaching points were made in 46.3 % of the 272 consultations containing teaching points. Multiple categorizations of mode and content were possible. This was due to the fact that more than one teaching point could occur during a single consultation. The majority of teaching points dealt with therapy (48.5 %), followed by patient history (24.6 %), diagnostic procedure (20.2 %), physical examination (19.1 %), disease pathology (16.5 %), differential diagnosis (11 %), risk factors (5.9 %), and case presentation (0.4 %). Examples of different teaching point content are demonstrated in Table 2.Fig. 1


Teaching points-do they occur and what do they contain? An observation study concerning the general practice rotation.

Duncan GF, Roth LM, Donner-Banzhoff N, Boesner S - BMC Med Educ (2016)

Content of teaching points- multiple categorizations possible (n = 272). Legend: (y) axis: Number (percentage) of different teaching points. (x)-axis teaching point content
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4834827&req=5

Fig1: Content of teaching points- multiple categorizations possible (n = 272). Legend: (y) axis: Number (percentage) of different teaching points. (x)-axis teaching point content
Mentions: The occurrence and content of teaching points made during the observed consultations are shown in Fig. 1. Teaching points were made in 66.3 % of all 410 observed consultations; most of these were of a general nature, occurring in 74.3 % of all 272 consultations containing teaching points. Specific, case-related teaching points were made in 46.3 % of the 272 consultations containing teaching points. Multiple categorizations of mode and content were possible. This was due to the fact that more than one teaching point could occur during a single consultation. The majority of teaching points dealt with therapy (48.5 %), followed by patient history (24.6 %), diagnostic procedure (20.2 %), physical examination (19.1 %), disease pathology (16.5 %), differential diagnosis (11 %), risk factors (5.9 %), and case presentation (0.4 %). Examples of different teaching point content are demonstrated in Table 2.Fig. 1

Bottom Line: Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation.General teaching points were more common than specific teaching points.Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.

View Article: PubMed Central - PubMed

Affiliation: Department of Anesthesiology and Intensive Care Medicine, Philipps University Marburg, Baldingerstrasse, D-35033, Marburg, Germany. duncang@staff.uni-marburg.de.

ABSTRACT

Background: A general practice rotation is mandatory in most undergraduate medical education programs. However, little is known about the student-teacher interaction which takes place in this setting. In this study we analyzed occurrence and content of teaching points.

Methods: From April to December 2012, 410 individual patient consultations were observed in twelve teaching practices associated with the Philipps University Marburg, Germany. Material was collected using structured field-note forms and videotaping. Data analysis was descriptive in form. A teaching point is defined here as a general rule or specific, case-related information divulged by the teaching practitioner.

Results: According to the analysis of 410 consultations, teaching points were made in 66.3% of consultations. During these consultations, 74.3% general- and 46.3% case related teaching points occurred; multiple categorizations were possible. Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation.

Conclusions: The majority of consultations conducted within student presence contained teaching points, most frequently concerning therapy. General teaching points were more common than specific teaching points. Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.

No MeSH data available.


Related in: MedlinePlus