GMS Zeitschrift fur Medizinische Ausbildung最新文献

{"title":"Conflicts of interest in medical school: missing policies and high need for student information at most German universities.","authors":"Klaus Lieb,&nbsp;Cora Koch","doi":"10.3205/zma000902","DOIUrl":"https://doi.org/10.3205/zma000902","url":null,"abstract":"<p><strong>Objectives: </strong>Medical students interact with pharmaceutical representatives already during medical school. The goal of this study was to find out: Do policies exist at German medical faculties that govern the interactions between medical students and pharmaceutical representatives, do schools offer courses on the subject and do students attend these courses? And What are the attitudes of medical students concerning the role of pharmaceutical companies in medical teaching?</p><p><strong>Methods: </strong>All 36 German medical faculty deans and 1151 medical students at eight German universities were asked to complete a questionnaire of 4 and 7 questions, respectively, regarding the above mentioned topics.</p><p><strong>Results: </strong>30 (83.3%) deans and 1038 (90.3%) medical students filled in the questionnaire, respectively. According to the deans' answers, only one school had a policy concerning conflicts of interest and one had a policy governing the interactions between medical students and industry. 8 (26.7%) deans showed an interest in constructing a policy or educational an activity on this subject. 149 (14.4%) students had participated in an activity that focussed the subject of conflicts of interest and 779 (77.8%) wanted more education on the subject. 701 (73.4%) were opposed to an improvement of medical studies through financial support by pharmaceutical companies, whereas 216 (21.9%) were of the opinion that students should not meet with pharmaceutical representatives.</p><p><strong>Conclusions: </strong>Unlike in other countries, like the US, most German medical faculties do not have policies that govern the interactions between medical students and pharmaceutical companies. Since most students want to be taught more about these interactions, the implementation of respective policies and lectures would be desirable.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"31 1","pages":"Doc10"},"PeriodicalIF":0.0,"publicationDate":"2014-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000902","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32157848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motives of former interns in general practice for speciality-choice--results of a cross-sectional study among graduates 2007 to 2012.","authors":"Jens Abendroth,&nbsp;Ute Schnell,&nbsp;Thomas Lichte,&nbsp;Matthias Oemler,&nbsp;Andreas Klement","doi":"10.3205/zma000903","DOIUrl":"https://doi.org/10.3205/zma000903","url":null,"abstract":"<p><strong>Background: </strong>The influence of a final-year elective internship in general practice (IGP) on motives affecting graduates' choice of specialty is the object of great public interest, yet still insufficiently evaluated. Longitudinal studies show the influence of numerous motives (e.g., work-life balance), but not following the IGP experience itself. Thus, we performed a cross-sectional questionnaire study of all graduates who completed the IGP in Saxony-Anhalt during 2007-2012 regarding their motives for choosing a speciality.</p><p><strong>Method: </strong>A standardized questionnaire was sent to 109 former interns in general practice. The questionnaire contained 29 items addressing three topics (personal attitudes, concept of personal and professional life, motives for speciality choice) and used single-choice and multiple-choice answers, as well as Likert scales. Correlation analysis was carried out by means of Kendall's tau.</p><p><strong>Results: </strong>The questionnaire reached 97 former interns, of which 45 (46%) responded. In the overall ranking of motives for speciality choice, family (71%), leisure time (66%) and job opportunities (48%) rated as more important than income (36%), mentoring (20%), status or scientific work (20%). Only 29% of the respondents stated that their speciality choice was changed by the IGP. If the speciality choice was already established before the IGP, the influence of the IGP on speciality choice was significantly low (r = -.5; p < .01). However, if the IGP had an influence on speciality choice, it was correlated with a new perception of general practice (r = .36; p<.01). This new perception was associated with a positive influence of the medical teacher during the IGP.</p><p><strong>Conclusion: </strong>The final-year IGP is an opportunity to change the perception of general practice in students who are still undecided. This can lead to different speciality choices in a subgroup. Personal attitudes and concepts of personal life and career were also important factors affecting speciality choice. The aspects of the positive influence exerted by medical teachers on those students who are still undecided during the IGP should be carefully evaluated.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"31 1","pages":"Doc11"},"PeriodicalIF":0.0,"publicationDate":"2014-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32157849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching first-year medical students in basic clinical and procedural skills--a novel course concept at a medical school in Austria.","authors":"Lukas Mileder,&nbsp;Thomas Wegscheider,&nbsp;Hans Peter Dimai","doi":"10.3205/zma000898","DOIUrl":"https://doi.org/10.3205/zma000898","url":null,"abstract":"<p><strong>Introduction: </strong>Clerkships are still the main source for undergraduate medical students to acquire necessary skills. However, these educational experiences may not be sufficient, as there are significant deficiencies in the clinical experience and practical expertise of medical students.</p><p><strong>Project description: </strong>An innovative course teaching basic clinical and procedural skills to first-year medical students has been implemented at the Medical University of Graz, aiming at preparing students for clerkships and clinical electives. The course is based on several didactic elements: standardized and clinically relevant contents, dual (theoretical and virtual) pre-course preparation, student peer-teaching, small teaching groups, hands-on training, and the use of medical simulation. This is the first course of its kind at a medical school in Austria, and its conceptual design as well as the implementation process into the curriculum shall be described.</p><p><strong>Evaluation: </strong>Between November 2011 and January 2013, 418 students have successfully completed the course. Four online surveys among participating students have been performed, with 132 returned questionnaires. Students' satisfaction with all four practical course parts was high, as well as the assessment of clinical relevance of contents. Most students (88.6%) strongly agreed/agreed that they had learned a lot throughout the course. Two thirds of the students were motivated by the course to train the acquired skills regularly at our skills laboratory. Narrative feedbacks revealed elements contributing most to course success.</p><p><strong>Conclusions: </strong>First-year medical students highly appreciate practical skills training. Hands-on practice, peer-teaching, clinically relevant contents, and the use of medical simulation are valued most.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"31 1","pages":"Doc6"},"PeriodicalIF":0.0,"publicationDate":"2014-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32157851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"OnlineTED.com--a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance.","authors":"Felizian Kühbeck,&nbsp;Stefan Engelhardt,&nbsp;Antonio Sarikas","doi":"10.3205/zma000897","DOIUrl":"https://doi.org/10.3205/zma000897","url":null,"abstract":"<p><strong>Background and aim: </strong>Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed.</p><p><strong>Methods and results: </strong>\"OnlineTED\" was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. \"OnlineTED\" enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare \"OnlineTED\" with conventional AR systems using clickers. \"OnlineTED\" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies.</p><p><strong>Summary and conclusion: </strong>\"OnlineTED\" is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"31 1","pages":"Doc5"},"PeriodicalIF":0.0,"publicationDate":"2014-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32157850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Alcohol and nicotine\"--Concept and evaluation of an interdisciplinary elective course with OSPE in preclinical medical education.","authors":"Corinna Bergelt,&nbsp;Heidrun Lauke,&nbsp;Corinna Petersen-Ewert,&nbsp;Manfred Jücker,&nbsp;Christiane K Bauer","doi":"10.3205/zma000901","DOIUrl":"https://doi.org/10.3205/zma000901","url":null,"abstract":"<p><p>In the last decade, increasing interest has been paid to interdisciplinary and practical courses in the medical education in Germany. This report describes the implementation and outcome of a preclinical interdisciplinary elective course with a team-teaching concept developed by lecturers in medical psychology, anatomy, physiology and biochemistry. The practical orientation of the course led to the implementation of a final interdisciplinary OSPE to ensure fair consideration of the different disciplines involved in grading. Individual OSPE results correlate well with the fact that different skills are required in medical psychology compared to those required in anatomy, physiology and biochemistry. Student course evaluation and lecturers` experience indicate the success of this elective course. Its concept can be well adapted to other interdisciplinary courses. </p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"31 1","pages":"Doc9"},"PeriodicalIF":0.0,"publicationDate":"2014-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000901","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32160511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Homeopathy as elective in undergraduate medical education--an opportunity for teaching professional core skills.","authors":"Bianca Lehmann,&nbsp;Brigitte Krémer,&nbsp;Katrin Werwick,&nbsp;Markus Herrmann","doi":"10.3205/zma000899","DOIUrl":"https://doi.org/10.3205/zma000899","url":null,"abstract":"<p><strong>Aim: </strong>The evaluation of medical students' perceptions regarding an elective study course in Homeopathy in which small groups have participated annually for six years, at the Institute for General Practice and Family Medicine at the Otto Von Guericke University, Magdeburg. The course was assessed in terms of concept, delivery, and influence on students' professional development.</p><p><strong>Methodology: </strong>Since the autumn term of 2008/09, three group discussions have been conducted with thirty of the course participants (3 total electives). These discussions were semi-structured and guided by central topics; the analysis was qualitative and guided by content.</p><p><strong>Results: </strong>The overall concept and implementation of the course were very successful. The main learning themes, that is, an emphasis on a more holistic and individual view of patients and the importance of a cooperative partnership between doctor and patient, were positively rated, regardless of the students' attitudes towards homeopathy. Their assessment was based on their previous experience and a comparison with conventional medical education.</p><p><strong>Conclusion: </strong>Homeopathy as an elective subject is not only useful for acquiring specific knowledge in integrative medicine, but also important as a means of developing physicians' core skills that are often not well considered in conventional medical education.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"31 1","pages":"Doc7"},"PeriodicalIF":0.0,"publicationDate":"2014-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000899","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32157852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entrustable professional activities - visualization of competencies in postgraduate training. Position paper of the Committee on Postgraduate Medical Training of the German Society for Medical Education (GMA).","authors":"Pascal O Berberat,&nbsp;Sigrid Harendza,&nbsp;Martina Kadmon","doi":"10.3205/zma000890","DOIUrl":"https://doi.org/10.3205/zma000890","url":null,"abstract":"Quality and structure of postgraduate medical training and educational experiences in undergraduate and postgraduate training play a major role in career decisions of young medical graduates [14], [19], [23], [28]. They consider structured mandatory and challenging postgraduate training programmes delivered by experienced trainers with high training competencies as important factors of attractiveness and good starting of their clinical career [23]. \u0000 \u0000The present postgraduate training in Germany widely differs between the medical disciplines. Best-practice examples of a structured competency-based postgraduate training that may serve as models for other clinical fields exist for anaesthesiology [24], family medicine [25], urology [11] and surgery [18]. However, a national comprehensive and binding curricular structure ensuring comparable competencies independent of training site is missing. Certification examinations in all medical disciplines follow an unstructured oral assessment format outside of the clinical context. Thus, it neither adequately assesses clinical competencies of medical doctors at the time of certification nor does it represent professional tasks [Musterweiterbildungsordnung 2003 der Bundesarztekammer (accessed February 12, 2013)]. \u0000 \u0000The evaluation of postgraduate training launched by the German Medical Association in 2009 and 2011 revealed mediocre overall satisfaction of the trainees [Bundesrapport 2009. Evaluation der Weiterbildung in Deutschland (accessed February 12, 2013)], [Bundesrapport 2011. Evaluation der Weiterbildung in Deutschland (accessed February 12, 2013)]. Forty-five percent of the respondents rated postgraduate training between satisfactory and failed on a school grade scale. More than a third evaluated the training culture in their work environment and the support in acquiring professional competencies as only satisfactory to deficient. The most worrying result was the lack of training in evidence-based medicine and its transfer to the delivery of patient care, which 69% of respondents rated as only satisfactory or below. As for transparency of postgraduate training, only one third of the respondents obtained a structured plan and defined outcome objectives in written form, 42% received no training schedule at all [Bundesrapport 2011. Evaluation der Weiterbildung in Deutschland (accessed February 12, 2013)]. There was a slight improvement between the two evaluation cycles in 2009 and 2011 suggesting the necessity of a further decisive and perceptible action plan to advance the present postgraduate training culture in Germany. \u0000 \u0000Currently, a vigorous discussion on the future of postgraduate medical training in Germany is ongoing among political stakeholders, the German Medical Association, the State Chambers of Physicians, scientific medical societies, professional medical organizations and all physicians in charge of postgraduate training supervision. On the 115th annual conference of the German Physician","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 4","pages":"Doc47"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31908119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Hamburg selection procedure for dental students - introduction of the HAM-Nat as subject-specific test for study aptitude.","authors":"Christian Kothe,&nbsp;Johanna Hissbach,&nbsp;Wolfgang Hampe","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Introduction: </strong>The present study examines the question whether the selection of dental students should be based solely on average school-leaving grades (GPA) or whether it could be improved by using a subject-specific aptitude test.</p><p><strong>Methods: </strong>The HAM-Nat Natural Sciences Test was piloted with freshmen during their first study week in 2006 and 2007. In 2009 and 2010 it was used in the dental student selection process. The sample size in the regression models varies between 32 and 55 students.</p><p><strong>Results: </strong>Used as a supplement to the German GPA, the HAM-Nat test explained up to 12% of the variance in preclinical examination performance. We confirmed the prognostic validity of GPA reported in earlier studies in some, but not all of the individual preclinical examination results.</p><p><strong>Conclusion: </strong>The HAM-Nat test is a reliable selection tool for dental students. Use of the HAM-Nat yielded a significant improvement in prediction of preclinical academic success in dentistry.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 4","pages":"Doc46"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/09/60/ZMA-30-46.PMC3839074.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31908118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training of leadership skills in medical education.","authors":"Jan Kiesewetter,&nbsp;Marion Schmidt-Huber,&nbsp;Janine Netzel,&nbsp;Alexandra C Krohn,&nbsp;Matthias Angstwurm,&nbsp;Martin R Fischer","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians' everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable.</p><p><strong>Objective: </strong>The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development.</p><p><strong>Method: </strong>The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects.</p><p><strong>Results: </strong>Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined.</p><p><strong>Conclusions: </strong>More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 4","pages":"Doc49"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/97/b3/ZMA-30-49.PMC3839077.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31908121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of a positive attitude of medical students towards general practice - a survey of three Bavarian medical faculties.","authors":"Antonius Schneider,&nbsp;Marlies Karsch-Völk,&nbsp;Alica Rupp,&nbsp;Martin R Fischer,&nbsp;Hans Drexler,&nbsp;Jörg Schelling,&nbsp;Pascal Berberat","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Objective: </strong>Germany is witnessing an increasing shortage of general practitioners (GPs). The aim was to determine predictors of the job-related motivation of medical students of three medical faculties with different institutionalisation of general practice as an academic discipline.</p><p><strong>Methods: </strong>Medical students were surveyed with a standardised questionnaire about their attitudes towards general practice and their motivation to work as a GP in different working conditions. Predictors for positive attitudes and motivation were calculated using logistic regression models.</p><p><strong>Results: </strong>940 (15.2%) out of 6182 medical students from three Bavarian medical faculties participated in an online survey. 585 (62.7%) were female, and the average age was 25.0 (standard deviation 3.7). The average grade of a university-entrance diploma was 1.6 (standard deviation 0.5). 718 (76.4%) could imagine working as a GP. However, they favoured being employed within another organisation and not having their own private practice (65.5% vs. 35.1%). \"Presence of a professorship of general practice\" was associated with a positive attitude towards general practice (OR 1.57; 95%CI 1.13-2.417). Motivation for working as a GP was associated with \"being female\" (OR 2.56; 95%CI 1.80-3.56) and \"presence of a professorship of general practice\" (OR 1.68; 95%CI 1.14-2.46). Having a lower grade for one's university-entrance diploma was associated with a higher preference to work in one's own practice (OR 1.39; 95%CI 1.02-1.90).</p><p><strong>Conclusion: </strong>A high amount of medical students were open-minded towards general practice. However, they favoured employment within an organization over working in their own practice. Institutionalisation of general practice as an academic discipline might be of importance to gain positive attitudes towards general practice and motivate medical students to work as a GP.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 4","pages":"Doc45"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/fd/a9/ZMA-30-45.PMC3839073.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31908117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}