The reality of undergraduate GP teaching: a medical student’s perspective

All letters are subject to editing and may be shortened. General letters can be sent to bjgpdisc{at}rcgp.org.uk (please include your postal address for publication), and letters responding directly to BJGP articles can be submitted online via eLetters. We regret we cannot notify authors regarding publication.

For submission instructions visit: bjgp.org/letters

We read with great interest the paper written by Cottrell and colleagues, which attempted to quantify the average time allocated to GP teaching across UK medical schools.¹ We acknowledge the importance of identifying strategies to increase interest in general practice and would like to highlight the importance of a positive student experience in achieving this goal.

When quantifying total GP teaching time, this study did not differentiate between lectures and clinical experience, based on the assumption that it is the quantity of GP teaching which correlates to an increased percentage of GP graduates. Although this assumption is supported by other data within this field, it is important to note that evidence has shown that this correlation is only statistically significant for clinical-based teaching that allows patient contact.² This correlation is not observed when accounting for total GP teaching time, including lectures and small-group tutorial work. Further data collection that makes the distinction between clinical and non-clinical experience would not only assess the quantity of effective GP teaching but also ensure that medical schools are appropriately informed about the type of improvements required to enhance interest in general practice.

Additionally, although this paper recognises that students’ perceptions are further influenced by their overall experience, this is not reflected within the study method. Evidence from a recent paper assessing student experience in surgery emphasised the importance of a welcome environment, active educators, and opportunities for involvement when creating a positive experience with the specialty.³

An improved understanding of the features defining a positive clinical experience is particularly important given the difficulties of teaching during the COVID-19 pandemic. Student involvement is essential to ensure that GP practices continue to provide great learning opportunities. Given that telephone consultations have now become the norm, adapting to maintain student involvement will be yet another challenge for the GP.

• © British Journal of General Practice 2020