Huisartsgeneeskunde: aantrekkingskracht en beroepstrouw ... - Lirias

100 Making General Practice Attractive: Encouraging GP attraction and Retention KCE Reports 90
between the various specialties, targeted lectures, some lectures given by GPs for a
better matching with the GP profession.
The fear of some respondents is however that the courses would be too much GP
orientated and not all courses can integrate a general practice approach.
The most discarded policy is the development of a Clinical Academic activity for general
practice. This policy got a mean rank of 3.51 and a mean score of 4.33). The reasons for
rejecting this policy is that family practice cannot be performed in a hospital, far from
the patient’s home. It would be better to develop the training practice with GPs who
are trained to coach students.
The next figure (figure 2) shows that a teaching policy involving more GP approach in
the master courses as well as a policy making compulsory a clerkship in the GP’s Master
was considered as more efficient in at least 3 criteria out of 4 than the other two
policies (a better selection of students or the development of academic GP activity).
Indeed, they performed better in attracting medical students; they had a better costbenefit
performance and were more likely to be accepted by other health professionals.
A better selection of students was also well performing on accessibility of care, maybe
because a selection of future GPs would be more favorable to patients. However, this
policy was under-performing on the other 3 criteria. Developing an academic GP
practice is clearly not a good strategy; indeed, it is under performing on the four
criteria.
Figure 2: Criteria of teaching and training policies: radar by policy
In the open-ended questions, some respondents take this opportunity to insist on
policies that were mentioned previously and they develop three main themes i.e., the
quality of the lectures, the importance of a multidisciplinary approach and more
knowledge of the profession.
The lectures are mentioned in different ways. Suggestions about their content included
e.g., a much earlier contact with patients through first line courses, a more practical