GPs should give feedback more frequently and when doing so, focus on specific feedback. GPs should be further instructed in different feedback techniques.

BackgroundA 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.MethodsFrom 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.ResultsAccording 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.ConclusionsThe 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.

Collegiate campus recreation departments are held to increasingly higher levels of accountability, particularly as to whether recreational programs and activities have impact on student learning. This pioneering study found that students who participated in selected fitness and wellness programs offered by a certain four-year, public institution of higher education in the Mid-west scored significantly higher (t= 3.865, α = .000, sd = 2.68) on an exam (the Fitness and Wellness IQ) designed to test their knowledge and understanding of appropriate fitness and wellness practices. Certain demographic categories (gender, age, and residence) produced significant differences in mean scores. These findings have important ramifications for campus recreation departments, divisions of student affairs, and institutions of higher education in general based on the impact on student learning from traditionally non-academic institutional programming.