LeiKA: an optional German general practice teaching project for first-semester medical students: who is taking part and why? A cross-sectional study

Abstract

ObjectivesThis study investigates students’ adoption of LeiKA, a new extracurricular longitudinal general practice (GP) teaching project. LeiKA aims to attract a broad range of students, not only those who are already planning to become GPs. This study compares participants’ and non-participants’ characteristics, career preferences and job-related value orientations to assess the programme’s initial potential to increase the number of students subsequently entering GP careers. Additionally, students’ motives for taking part in the programme were explored.DesignWe analysed administrative data and data from a cross-sectional questionnaire survey for the first three cohorts. LeiKA participants were compared with non-participants regarding baseline characteristics, career intentions and attitudes associated with GP careers. There was also a qualitative analysis of the reasons for taking part.SettingFaculty of Medicine, University of Leipzig, Germany.ParticipantsFirst-semester medical students in the years 2016–2018.ResultsIn the first 3 years, 86 of 90 LeiKA slots were taken, 9.0% (n=86/960) of those eligible to apply. LeiKA participants were a mean of 0.6 years older (LeiKA: 21.5 vs whole cohort: 20.9 years, p<0.001) and slightly more interested in long-term doctor–patient relationships (3.6 vs 3.3, scale from 1 ‘unimportant’ to 5 ‘very important’, p=0.018), but did not differ regarding other characteristics and attitudes. Although more participants definitely favoured a GP career (13.1% vs 4.9%, p=0.001), it was a possible option for most students in both groups (78.6% vs 74.0%). Early acquisition of skills and patient contact were the main motives for taking part, stated by 60.7% and 41.7% of the participants, respectively.ConclusionsThe extracurricular programme was taken up by a broad range of students, indicating its potential to attract more students to become GPs. The reasons for taking part that we identified may guide the planning of other similar projects.

Long-term mentoring relationships in undergraduate longitudinal general practice tracks – a qualitative study on the perspective of students and general practitioners

“…It became apparent in both groups that LeiKA is not a classic mentoring program but contains components of teaching, precepting, and mentoring. Students’ main motivations for participating in the project (i.e., early practical experiences, contact with patients and GPs, and early insights into ambulatory care [ 27 ]) could have been covered by mere preceptorship. On the other hand, several participants described characteristics of their relationship that would be most consistent with ‘classic’ mentoring.…”

“…At the Department of General Practice of the Leipzig University, the ‘Leipziger Kompetenzpfad Allgemeinmedizin’ (‘Leipzig Competency Pathway for General Practice’, LeiKA) has been integrated into medical education as an optional longitudinal curriculum since 2016 [ 27 ]. It offers 30 slots per year for interested first year medical students.…”

When and why do medical students drop out of extracurricular longitudinal general practice tracks? A cross-sectional study from two German medical faculties

“…2 Consequently, LeiKA admits a small number of students who state that GP is not a career option at the beginning of their studies. 16 A closer look at whether or not the track succeeds in remaining attractive to those students in the long run or produces preventable dropouts is not possible based on the present data but should be in the focus of future examination to allow a more tailored allocation of resources and human investments, especially in the context of limited slots for a great number of applicants.…”

“…Details about student numbers, demographic characteristics and motives to take part in the LeiKA GP track have been published. 16 Both KAM and LeiKA provide each student with an individual GP preceptor (called 'mentor') that enables and supervises regular visits (minimum 2 days per semester) in his or her community teaching practice over the whole course of the programme, beginning in year 1. In addition, faculty-hosted seminars and workshops are offered to represent the breadth and variety of GP topics (eg, wound care, economics in GP, naturopathic treatments) and to allow the formation of a GP peer group among the participants.…”

“…[5][6][7][8][9][10][11] Longitudinal exposure to general medical content is already firmly established in some contexts (eg, in the form of 'longitudinal integrated clerkships'), but varies internationally in length, scope, coverage (whole vs partial cohort), and is offered either as part of or in addition to curricular teaching. [12][13][14][15][16][17][18] In Germany, undergraduate medical education lasts 6 years. GP is usually taught in the clinical study section (years 3-5) through a 2-week clerkship, a lecture series and a 4-week clinical elective in primary care.…”