Op-295 Teaching General Practice Without Teachers: An Experiment With Gp-Trainee Peer Groups

Author(s): 
Andrea Poppelier, Xavier Lemercier, Bernard Gavid
University of Poitiers
Text: 
Aims: To experiment a new teaching method amongst GP-trainees without a teacher present, organised completely by GP-trainees
To evaluate competences acquired by participating in GP-trainee peer groups. To augment vision of general practice for students with only in-hospital experience, and so help them to define teaching goals during the in-hospital training.
Methods: GP-trainees were included on a voluntary basis. We defined heterogeneous groups, mixing first, second and third year students, as well as students with and without experience in general practice. We adaptedĀ· a standard form used by senior peer groups, introducing aspects particular for students. Peer groups were reunited once a month during 6 months to analyse clinical cases, using the same standard form for all groups. After 6 months we evaluated students satisfaction of this teaching method, as well as competences acquired and vision of general practice by means of a semi-qualitative survey.
Results: 24 GP-trainees were included and divided in 3 groups, based on geographic criteria. Every group had five encounters. The satisfaction and competences acquired are evaluated at this moment, these results will be presented during the conference.
Conclusion: Having only in-hospital experiences, French GP-trainees often start their vocational training without knowing different functions and competences of a GP. In the same time the number of GP-trainees is increasing rapidly: small medical faculties can have difficulties to supply teachers to assure quality and quantity in their teaching methods. Using GP-trainee peer-groups, based on heterogeneous groups, GP-trainees can learn fromĀ· their peers practical characteristics of general practice, core competences, as well as presenting clinical cases and evaluation of it's own practice.
Literature: 
OP-295
TEACHING GENERAL PRACTICE WITHOUT TEACHERS: AN EXPERIMENT WITH GP-TRAINEE PEER GROUPS