Application of Workshop-based Teaching Model Combined with the Leicester Assessment Package in Outpatient Consultation Training for Undergraduate Interns in General Practice
DOI:
https://doi.org/10.54097/bn3hr516Keywords:
Workshop-based Teaching Model, Leicester Assessment Package, Outpatient Consultation Ability, General Practice Education, Undergraduate InternsAbstract
Objective: To investigate the effect of a workshop-based teaching model combined with the Leicester Assessment Package (LAP) on the basic outpatient consultation skills of undergraduate interns in general practice. Methods: A total of 84 undergraduate interns in general practice were randomly divided into an intervention group (workshop teaching, n=42) and a control group (traditional teaching, n=42). The intervention group received a three-stage workshop teaching model consisting of pre-consultation activation, intra-consultation role rotation, and post-consultation integration, with LAP embedded in the observation and feedback phases during consultations. Consultation abilities were assessed using four LAP dimensions: history taking, physical examination, doctor–patient relationship, and medical record keeping. Results: After training, the intervention group had significantly higher total LAP scores and scores in all four dimensions than the control group (all P<0.05). The improvements were particularly notable in history taking (14.3±1.4 vs. 12.6±1.5, Cohen's d=1.17) and medical record keeping (6.8±1.2 vs. 5.6±1.2, d=1.00). Physical examination and doctor–patient relationship also improved significantly (P<0.05). The intervention group showed significant increases in exploratory dimensions (problem solving, patient management, and preventive care) after training (P<0.001), whereas the control group showed no changes. In the intervention group, 83.3% of the interns were very satisfied with the improvement in their self-learning ability. Conclusion: The workshop-based teaching model combined with LAP can effectively enhance key outpatient consultation skills among general practice undergraduate interns, especially in history taking and standardized medical record writing, providing a feasible approach to homogenizing general practice internship training.
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