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Implementing a cross-border teaching project for practical year general practise teaching

Sinan DURANT, Marie KOENIG, Tom SCHLUandER, Lisa ZANGARINI and Fabian DUPONT

Saarland-University coordinates a project bringing together 15 universities across Germany. Students in their final year choosing general practice (GP) rotation are disadvantaged due to missing affiliation to university onsite teaching. Resources in teaching small numbers of students are limited, due to resource constraints. We developed PJ‑Teaching, an inter‑university online seminar series. This supplements local teaching, ensures longitudinal learning regardless of location, and enables universities to share high-quality sessions—reducing workload while enriching the curriculum. With our workshop we want to extrapolate to a greater context. Due to a comparable structure of medical education, time and geographical difference, we intend to develop the project within Europe to facilitate undergraduate engagement.We want to connect teachers and learners, who face similar limitations and hereby pool expertise in practical year teaching. There are many other innovative projects in collaborative teaching which can share their experience, chances and limitations. Main objective is to create a space where international teaching projects can be designed and implemented, alongside with the YDM movement.We will introduce a structured, decentralized, online collaborative model that connects institutions and students. Open brainstorming will initiate an international branch of final year undergraduate collaborative online education. 0010min: Introduction 10-30min: Content and Methods in teaching 30-50min: Seminar planning 50-60min: DiscussionDevelop a student-centred cross-border teaching project: We aim a total of 5-10 online seminaries for 2027 held by different countries (English). Seminars will align in structure; however, we want to ensure an individual site/country-specific approach to the defined topic, featuring specific aspects of local regional or international Family Medicine (FM). Implementing a sustainable teaching network: The project will be accessible to anyone who wants to participate. Teaching quality will be measured through standardized student evaluations. Continuous improvement uses the ADDIE instructional‑design model, with feedback incorporated into ongoing refinementThe ongoing struggle to encourage young students to choose general practise ought to start in medical education, by bringing them closer to FM during the final year of undergraduate training. Sharing practical insight among educators is important. Through collaboration in joint teaching events, a network emerges that can also be utilized to improve teaching sustainably.