| Summary: | Supanki Julie Veliah, Aishwarya Dakshinamoorthy Sharma University of Leeds, Faculty of Medicine and Health, Leeds, UKCorrespondence: Supanki Julie VeliahUniversity of Leeds, Worsley Building, Clarendon Way, Leeds LS2 9JT, UKTel +447435130852Email um15sjv@leeds.ac.ukWe read with great interest the article by Bansal et al1 on incorporating GP facilitated teaching on clinical placements. We thought it to be a thought provoking and innovative approach. As medical students, we appreciate that the course being vast means students are simply unable to cover all specialties during their degree2 – this intervention exposes students to teaching scenarios and specialties they may otherwise not have had exposure to. However, we believe certain factors need addressing.
With reference to Figure 1 in the study, we wonder whether further analysis has been conducted into the 12% of students that perceived the sessions as having little/no impact on their clinical reasoning abilities. Are these 25 students from across all groups or from specific teaching groups? This would help deduce if it is a matter of certain students not engaging or whether some GPsencouraged the development of clinical reasoning skills more than others. The same can be said for the other less positive results in the study.View the original paper by Bansal and colleagues
|
|---|
