Online teaching materials and medical student impressions of general practice: Lots of rules and guidelines?

Abstract

Background and objectives: Little is known about how didactic online learning materials curated by general practice faculty influence medical student impressions of general practice.

Method: Individual interviews and focus group discussions with third- and fourth-year University of Queensland medical students, who had completed their general practice placements, explored student engagement with course materials, and impressions of general practice. Overarching themes were determined by constantly comparing theoretical memos with original data and descriptive codes.

Results: Student decisions whether to use materials were based on perceptions of examinability, efficiency, relevance to their placement and teaching from other specialities. Guidelines (although useful for learning) conveyed the impression that general practice was more algorithm-driven, 'prescriptive' and defensive than other specialities, reducing its intellectual challenge and attractiveness.

Discussion: Online learning materials contribute to student impressions of general practice. Faculty should signpost the value-add of general practice knowledge, anticipate apparent misalignment between observed practice and formal guidelines and include other learning materials that better convey the clinical acumen of general practice work.