Doctor Teacher

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Doctor Teacher

• Teaching the teachers in general practice

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Teaching commitments in GP Department

• Curriculum teaching at the university
• Practical teaching in surgeries

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Two types of GP teachers, then

• GPs with academic qualifications
• GPs (usually) without academic qualifications,
  being mentors in a Master-Apprentice relationship
  and participating in student group teaching,
  sometimes in lecturing on practical clinical
  topics

Teaching must start not only where the student
is, but also where the teacher is
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Teaching the academic teachers

• Basic pedagogical course, week-end seminars.
  Emphasis on setting explicit goals and on
  inter-active teaching
• Intensive local seminars, tutoring related to
  upcoming teaching topics communication with
  evaluation of student-patient videos, practical
  skills excercises like clinical examination of
  joints, discussion of social security
  regulations, etc..

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Teaching Long-term Mentors (8 weeks)

• Regular contact with GP coordinator at the
  medical faculty
• An annual 2-day gathering with discussions about
  topics related to the master-apprentice situation
  
• Written procedures for how the monitoring of the
  student should be done, and what the student is
  expected to learn
• Midway evaluation (after 4 weeks) as a joint
  discussion and document elaborated by GP and
  student together
• Final evaluation made separately by student and
  by GP

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Teaching Day-to-day Mentors

• Two students at a time, 3 hour sessions (4th
  year) or 2 hour sessions (6th year). Students
  alternate being GP
• Written instructions to GP teacher about expected
  procedure and feedback to student.
• Participation in irregular reunions with the
  academic GP staff, where questions relating to
  student teaching are being discussed

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Evaluating teaching
Lauvås Maurud 1979
Teaching
EvalEv
Evaluation
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Evaluating teaching
Lauvås Maurud 1979
Teaching
EvalEv
Evaluation
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Summing up

• It is challenging but gratifying to practice so
  many different forms of teaching, more or less
  inter-active, in lectures, seminars, group work,
  skills practices including both communication and
  clinical examination.
• Guiding principles are goal-setting and
  activating the students. This is common to
  academic teachers, GPs teaching students in
  surgeries, and probably for all medical teachers.

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The Tromsø policy

• Every GP group practice in our region is a
  potential arena for student teaching!
• Every student is a potential GP in our region
• Students choosing other career specialties should
  receive GP teaching that creates possibilities
  and a desire for future co-operation

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