Abstract: ObjectiveTo investigate the evaluation of general practitioner trainers on teaching contents for community clerkship for clinical medicine undergraduates and the demand for the teaching manual, and to provide effective tools to improve the effect of community clerkship. MethodsFrom April to June 2019, a questionnaire survey and personal in-depth interview were conducted among general practitioner trainers and public health trainers who undertook community clerkship teaching of clinical medical undergraduates who entered Capital Medical University. General practitioner and public health trainers’ evaluation on the importance of current community clerkship content was investigated by questionnaire. Likert scale was adopted to evaluate each question. 5 points indicated “Important”, 3 points indicated “General” and 1 point indicated “Not important”. The average score of the importance of each teaching content was calculated respectively. The personal in-depth interviews focused on the key points of the current community clerkship and the difficulties of teaching. Focus group interview was conducted in November 2019. The content of the interview included how to develop the teaching content and teaching manual of community clerkship. Content analysis was used to analyze the interview materials.Results A total of 114 questionnaires were sent out and 105 valid questionnaires were returned. The general practitioner trainers thought that the top three contents in community clerkship were “collection of medical history” (4.91), “physical examination” (4.89), and “medical history writing” (4.89). Public health trainers thought that the top three contents in community clerkship were “planned immunization” (4.83), “maternal and child health care” (4.83), and “prevention and control of infectious diseases” (4.83). The 12 general practitioner trainers who participated in the personal in-depth interview thought the teaching content of general practice and public health service should be highlighted respectively; there is an urgent need to develop a case-oriented community clerkship teaching manual due to the different teaching levels of the trainers; trainers were stressed with heavy tasks and insufficient teaching time. The focus group interviews confirmed the details of teaching content and the framework of the case-oriented teaching manual in the community clerkship. ConclusionThe teaching content and case-oriented teaching manual framework for undergraduates’ two-week community clerkship have been formulated through quantitative and qualitative research methods. A convenient and feasible teaching tool will be provided for the trainers and will promote the community clerkship.

Key words: general practice, community clerkship, general practitioner trainer