Teaching Models in General Practice and Their Financial Impact
Author Information
Author(s): Laurence Caroline O, Black Linda E, Cheah Carolyn, Karnon Jonathan
Primary Institution: Adelaide to Outback GP Training Program
Hypothesis
Do different models of teaching affect the financial outcomes for general practice teaching posts?
Conclusion
Different teaching models can significantly improve the financial outcomes for general practices involved in teaching.
Supporting Evidence
- Teaching two same level learners increases net benefits by Aus$547 per week.
- Involving registrars in teaching can reduce financial losses for practices.
- A GP teacher model can generate significant income with minimal patient load.
Takeaway
This study shows that teaching more than one student at a time can help doctors earn more money while teaching. It also suggests that having a dedicated teacher can be a good way to manage teaching without losing money.
Methodology
The study modeled financial implications of various teaching options using a costing framework based on a survey of teaching practices.
Potential Biases
The estimates were based on the opinions of a Steering Group of GP Supervisors, which may introduce bias.
Limitations
The models assume sufficient space for teaching and may not reflect all teaching practices' circumstances.
Participant Demographics
The study focused on general practice teaching in South Australia, involving medical students, prevocational doctors, and GP registrars.
Statistical Information
Confidence Interval
95% CI $459, $668
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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