Rx Medicare

Background:In Germany, like many other countries, general practice clerkships have only recently become mandatory during medical education. The biggest chal-lenges for the organisation of such clerkships are achieving a minimum level of stan-dardisation, and developing and maintaining a system of quality assurance. The aim of this study is to assess the instructional quality in teaching practices using a benchmark system.Methods:Before commencing, students anonymously assessed the importance of core aspects of the mandatory primary care clerkship. After the clerkship, they evalu-ated learning opportunities and teaching performance. Based on this data, a bench-mark system was developed to identify areas of strength and weakness for all prac-tices as well as individual teaching practices.Results:A total of 695 students evaluated 97 family practices belonging to a teach-ing network. Prior to the clerkship, most students considered recognition of frequent diseases (85 %) and communication skills (65 %) the most important learning goals. After the clerkship, nearly 90 % of students confirmed that the general practitioner (GP) was good or excellent at teaching these two goals but only two-thirds thought the GP’s teaching performance good or excellent in preventive medicine and screen-ing. In an exemplary analysis, we identified the 2 best and the 2 worst practices that consistently received scores far above or below average, respectively.Conclusion:We were able to identify areas of weakness in teaching and identified specific GPs who did not meet the students’ needs and expectations. This evaluation seems to be a useful quality assurance tool to identify the potential for improvement and faculty development.

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Tags: assurance, burn, care, clerkship, evaluation, identification, improvement, potential, primary, quality, student

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