Is there a role for GPs in teaching neurology to medical students? A qualitative evaluation.

CLINICAL competence; CLINICAL medicine; DOCUMENTATION; MEDICAL schools; MEDICAL school faculty; MEDICAL students; NEUROLOGICAL disorders; NEUROLOGIC examination; NEUROLOGY; PHYSICAL diagnosis; PHYSICIANS; GENERAL practitioners; PROFESSIONAL ethics; QUESTIONNAIRES; SCHOOL environment; STUDENT attitudes; QUALITATIVE research; OCCUPATIONAL roles; SOCIAL boundaries; TEACHING methods; PROFESSIONAL-student relations; PATIENTS' attitudes; ATTITUDES toward illness

Introduction: The purpose of this study was to evaluate whether GPs can support medical students in learning basic neurology in the context of a traditional hospital neurology attachment. Method: This was a qualitative evaluation using routinely collected data from stakeholders, consisting of qualitative data in the form of student evaluation questionnaires, course documentation and correspondence from faculty staff. Results: The addition of GP teaching to the programme increased availability of patients with neurological problems accessible to students and provided a safe, supportive environment for students to learn their fundamental clinical skills. Students gained valuable insights into the impact of neurological disease from the perspective of patients, their families and carers. GP teaching of neurology was well regarded by students. Some GP tutors felt they lacked adequate experience to teach more technical aspects of neurology, and some students shared this concern. Concepts of professional boundaries between generalists and specialists were not observed, but GP teaching was perceived to be 'other' or outside normal medical school activity. Conclusions: General practitioners can successfully facilitate students' access to patients with neurological disease and employ their generalist to enhance neurological learning. Some GPs were initially uncomfortable with teaching skills such as detailed neurological physical examination. [ABSTRACT FROM AUTHOR]

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