title: Teaching points-do they occur and what do they contain? An observation study concerning the general practice rotation.
abstract: BACKGROUND
  A general practice rotation is mandatory in most undergraduate medical education programs. However, little is known about the student-teacher interaction which takes place in this setting. In this study we analyzed occurrence and content of teaching points.
  
  
  METHODS
  From April to December 2012, 410 individual patient consultations were observed in twelve teaching practices associated with the Philipps University Marburg, Germany. Material was collected using structured field-note forms and videotaping. Data analysis was descriptive in form. A teaching point is defined here as a general rule or specific, case-related information divulged by the teaching practitioner.
  
  
  RESULTS
  According to the analysis of 410 consultations, teaching points were made in 66.3% of consultations. During these consultations, 74.3% general- and 46.3% case related teaching points occurred; multiple categorizations were possible. Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation.
  
  
  CONCLUSIONS
  The majority of consultations conducted within student presence contained teaching points, most frequently concerning therapy. General teaching points were more common than specific teaching points. Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.
authors.affiliation: Department of Anesthesiology and Intensive Care Medicine, Philipps University Marburg, Baldingerstrasse, D-35033, Marburg, Germany. duncang@staff.uni-marburg.de.
authors.forename: Gertrude Florence
authors.initials: GF
authors.lastname: Duncan
authors.affiliation: Jung-Stilling-Krankenhaus, Department of Anesthesiology and Intensive Care Medicine, Siegen, Germany.
authors.forename: Lisa Marie
authors.initials: LM
authors.lastname: Roth
authors.affiliation: Department of General Practice/Family Medicine, Philipps University Marburg, Marburg, Germany.
authors.forename: Nobert
authors.initials: N
authors.lastname: Donner-Banzhoff
authors.affiliation: Department of General Practice/Family Medicine, Philipps University Marburg, Marburg, Germany.
authors.forename: Stefan
authors.initials: S
authors.lastname: Boesner
mesh_terms: D000328:Adult; D003142:Communication; D004504:Education, Medical, Undergraduate; D005260:Female; D058006:General Practice / Q000193:education*; D005858:Germany; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D008875:Middle Aged; D011231:Preceptorship; D013663:Teaching; D055815:Young Adult
keywords: Family medicine; General practice; Teaching; Teaching points; Undergraduate medical education