An international, cross-sectional comparative study of general practice curricula in medical school programmes.

چکیده اصلی

OBJECTIVES: To describe and compare how undergraduate general practice (GP) is taught across medical school programmes in selected high-income countries, to inform curriculum redesign at the University of Auckland, New Zealand. METHODS: International observational cross sectional comparative study. Study participants were academic leads responsible for undergraduate general practice curricula in medical schools in Australia, England, Ireland, Canada, Norway, Iceland. Forty-four medical schools. Pragmatic purposive sampling to maximise diversity in geography, institutional age, programme structure, rural-urban context, student intake size. Single semi-structured interviews conducted April to November 2024, face-to-face or by videoconference. Interviews audio recorded with consent, transcribed verbatim, and supported by field notes. Data analysed using EPIC GP, modified SPICES derived framework examining electives, problem-based learning, curriculum integration, community based exposure, GP focused university teaching, and interprofessional education. Programmes coded and scored using a structured consensus process. Descriptive statistics and hierarchical cluster analysis used to identify patterns. RESULTS: Marked variation observed in the organisation and visibility of general practice. Three curriculum typologies identified: hospital focused programmes with limited GP exposure; GP focused programmes with integrated, GP-led teaching; and community- or primary-health-care-focused programmes emphasising interprofessional education. CONCLUSIONS: This study provides an international comparative description of undergraduate GP teaching models. The findings demonstrate multiple approaches to embedding general practice beyond traditional block placements. Medical schools facing placement constraints may consider earlier GP engagement, increased GP led campus teaching, and selective use of simulation or digital learning. Further studies should examine educational and workforce outcomes.

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