How medical students learn in primary care

Background: General practiceplacements are important inmedical education, but little isknown about positive studentexperiences.Methods: Focus group interviewswere conducted with medicalstudents. Interview transcriptswere analysed thematically andincorporated into an overarchingconceptual framework.Results: Of the 22 eligiblestudents, 21 students participated.Students viewed positivelyplacements where they felt partof the team, had the opportunityto practise procedural skills,learned at a level congruent totheir stage and gained experiencepractising independently.Students were not motivatedwhen they did not feel valued, orwhere learning opportunitieswere inconsistent with personallearning objectives.Discussion: Self-determinationtheory (SDT) proposes that whenpeople perceive that they havemore control over their learning,a sense of competence in theactivities and tasks required ofthem, and a sense of being caredfor and connected with another,they will be more likely tointegrate learning and behaviourchange.Conclusion: Strategies to supportmedical student learning ingeneral practice are provided.Situated within the SDT framework,these findings may assistothers to adopt the strategiesmost likely to enhance studentmotivation to learn