Your Questions

Two experienced GPs, Dr Jenny Lebus and Dr Sian Powell, lead the Year 6 General Practice Student Assistantship Course. Here Dr Lebus answers some common questions.

1. What is The General Practice Student Assistantship?

GPSA is the course formerly known as Core 2. It is a three week attachment in Year 6 at Imperial College. Nine cohorts of students rotate through the course between July and February.The students attend briefing and debriefing sessions in the Department at Charing Cross on the first and final days, and allowing for travel, most students spend 11 or 12 days in the practice.

2. How does it work?

The GPSA builds on the experience gained in Core 1 (now called GPPHC) as students do a more sophisticated long case which is part of their Final MB. The setting contrasts with GPPHC as we try to send students as far away from London as possible!! Those who travel to the far corners of the UK have fantastic experiences, but we are no less grateful to our closer practices. Some practices offer accommodation (at home with a doctor or staff member, in hospital or practice flats) but this is optional. Students are near to qualifying and are expected to consult independently (under supervision, of course). The students also perform a little audit. Some students arrange attachments near relatives with whom they can stay.

3. What training is needed to become a GP Teacher for GPSA?

This will depend a bit on your past teaching experience. If you are interested in becoming a teacher we will send you a teachers’ guide and welcome you to our Annual Teachers’ Workshop, some sessions of which are specific to GPSA.

4. What commitment is needed?

Any offer will be gratefully received. The office send out availability dates each year and you are asked to commit as much as you can. You probably need to have at least 3 students a year to get a feel for it.

5. Is teaching reimbursed?

Yes, through SIFT – there is an extra small allowance for residential students.

6. What do the students think?

Feedback is generally very positive and the students begin to feel like “real doctors”. They welcome the opportunity to see patients and get involved with the practice team.