• Carsten Kruschinski, Eva Hummers-Pradier, Jörg Eberhard, and Guido Schmiemann.
• Institut für Allgemeinmedizin, Medizinische Hochschule Hannover, Carl-Neuberg-Straße 1, 30625 Hannover. Kruschinski.Carsten@mh-hannover.de2
• Z Evid Fortbild Qual Gesundhwes. 2012 Jan 1; 106 (2): 101-9.

BackgroundSuccessful curricular development requires that consideration be given to the opinions of faculty members, teachers and students. The aim of the present study was to explore students' expectations of the final year Family Medicine elective.MethodsThree focus group discussions took place with a total of 15 participants who were either in their fifth year (n=11) or had already passed Family Medicine in their final year (third focus group). The discussions were transcribed verbatim and analysed independently by two of the authors using qualitative content analysis. Final codes were developed and clustered under category names.ResultsAs students found that Medical School was too theoretical, they aimed at learning through practice in order to be able to make decisions and act independently. Their ideal teacher would respect them as colleagues. Typical Family Medicine skills were mentioned less often by the "pre-" in contrast to the "post-" practical year students than the learning of technical aspects (ECG, ultrasound). The students discussed three different models of instruction and learning (student and patient alone, student or doctor observes consultation).ConclusionsConsidering that the final year elective in Family Medicine will take place away from Medical School different teaching models should be evaluated for their effectiveness as well as their learner-centeredness.Copyright © 2010. Published by Elsevier GmbH.

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