Which pathology education method is more useful in active professional life? A survey of clinicians
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Tarih
2022
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info:eu-repo/semantics/openAccess
Özet
Amaç: Bu çalışmada, 2000 yılı ve sonrasında mezun olmuş hekimlerin tıp fakültelerinde aldıkları patoloji eğitiminin aktif meslek yaşamlarında katkısı, aldıkları eğitiminin yeterliliği ve gerekliliği ile ilgili görüşleri ve önerileri incelenmiştir. Yöntem: 2000 ve sonrasında mezun olmuş hekimlerden onam verenler tarafından açık uçlu, çoktan çok seçmeli ve Likert skalası formatında toplam 12 soruluk bir dijital anket doldurulmuştur. Bulgular: Çalışmaya 107 hekim katılmış olup 39’u (%36.4) dahili, 38’i (%35.5) cerrahi bilimler hekimi ve 30’u (%28) pratisyen hekimdir. Kırk bir hekim (%38) patoloji dersini sadece 3. sınıfta almıştır. Didaktik eğitime sıklıkla mikroskopi eğitimi eşlik etmiştir (n=94, %87.9). Altmış altı (%62) hekim ek olarak makroskopi eğitimi almıştır. Hekimlerin %75’i patoloji eğitiminin şimdiki meslek hayatları için çok yararlı ve oldukça yararlı olduğunu ve %45’i aldıkları eğitimin çok yeterli ve oldukça yeterli olduğunu belirtmiştir. Patolojinin meslek hayatındaki yararı ile alınan eğitimin yeterliliği arasında istatistiksel anlamlı ilişki vardır (p=0.01). Hekimler, bilgilerin kullanılabilir olmasını (n=89, %83.2), eğitim yöntemlerini (n=78, %72.9) ve eğitimcinin özelliklerini (n=75, %70.1) önemli bulmuş ve olgu tartışmaları (n=79, %72.9), makroskopi (n=65, %60.7) ve mikroskopi çalışması (n=62, %57.9), probleme dayalı öğrenme (PDÖ) (n=61, %57.0) ve hastane laboratuvarında gözlem (n=51, %47.6) yapılmasını önermiştir. Değerlendirmelerin objektif yapılandırılmış pratik sınavı (OSPE) (n=85, %79.4) ve objektif yapılandırılmış klinik sınavı (OSCE) (n=76, %71.0) ile yapılması önerilmiştir. Sonuç: Patoloji eğitimi, müfredatının kullanılabilir olması, klinik ile entegre edilmesi ve çeşitlendirilmiş güncel öğrenme yöntemleri ile verilmesi halinde aktif meslek hayatında işe yarayacaktır. Patoloji eğitiminin yeterliliği arttıkça yararı da artmakta olup dahili ve cerrahi bilimler alanlarında çalışan hekimler pratisyen hekimlere göre daha fazla yarar görmektedir. Patoloji eğitiminin hangi yıllarda verileceği, süresi, içeriği ve yöntemi konusunda da güncel standartlar belirlenmesi uygun olacaktır.
Aim: In this study on physicians who graduated at 2000 and after, contribution of the pathology education they received in medical faculties to their active professional lives, its adequacy and necessity, and their opinions and suggestions were examined. Methods: An open-ended, multiple choice and Likert scale format digital questionnaire consisting of 12 questions was filled by the consenting physicians who graduated in 2000 and later. Results: Total 107 physicians (39 (36.4%) clinical, 38 (35.5%) surgical sciences and 30 (28%) general practitioners) participated in the study. Forty-one physicians (38%) took the pathology course only in the third year. Didactic training was most frequently accompanied by microscopy (n = 94, 87.9%) training. Sixty-six (61.68%) physicians additionally received macroscopy training. Pathology education was very useful and beneficial for their current professional life for 75% physicians and was very sufficient and quite sufficient in 45% physicians. There was a statistically significant relationship between the benefit of pathology in professional life and the adequacy of the education received (p = 0.01). The usability of the knowledge (n = 89, 83.2%), the educational methods (n = 78, 72.9%), and the characteristics of the educator (n = 75, 70.1%) were rated as the most important factors for its benefit in active professional life. Case discussions (n= 79, 72.9%), macroscopy (n = 65, 60.7%), and microscopy laboratory study (n = 62, 57.9%), problem-based learning (PBL) (n = 61, 57.0%), and observation in hospital laboratory ( n = 51, 47.6%) are recommended besides objective structured practical exam (OSPE) (n = 85, 79.4%) and objective structured clinical exam (OSCE) (n = 76, 71.0%). Conclusions: Pathology education will be helpful in active professional life if the curriculum is usable, integrated with the clinic and delivered with diversified up-to-date learning methods. The benefit of pathology education increases in parallel to its adequacy. Also, surgical and internal sciences physicians benefit more than practitioners. It would be appropriate to set up-to-date standards on the years, duration, content and method of pathology education.
Aim: In this study on physicians who graduated at 2000 and after, contribution of the pathology education they received in medical faculties to their active professional lives, its adequacy and necessity, and their opinions and suggestions were examined. Methods: An open-ended, multiple choice and Likert scale format digital questionnaire consisting of 12 questions was filled by the consenting physicians who graduated in 2000 and later. Results: Total 107 physicians (39 (36.4%) clinical, 38 (35.5%) surgical sciences and 30 (28%) general practitioners) participated in the study. Forty-one physicians (38%) took the pathology course only in the third year. Didactic training was most frequently accompanied by microscopy (n = 94, 87.9%) training. Sixty-six (61.68%) physicians additionally received macroscopy training. Pathology education was very useful and beneficial for their current professional life for 75% physicians and was very sufficient and quite sufficient in 45% physicians. There was a statistically significant relationship between the benefit of pathology in professional life and the adequacy of the education received (p = 0.01). The usability of the knowledge (n = 89, 83.2%), the educational methods (n = 78, 72.9%), and the characteristics of the educator (n = 75, 70.1%) were rated as the most important factors for its benefit in active professional life. Case discussions (n= 79, 72.9%), macroscopy (n = 65, 60.7%), and microscopy laboratory study (n = 62, 57.9%), problem-based learning (PBL) (n = 61, 57.0%), and observation in hospital laboratory ( n = 51, 47.6%) are recommended besides objective structured practical exam (OSPE) (n = 85, 79.4%) and objective structured clinical exam (OSCE) (n = 76, 71.0%). Conclusions: Pathology education will be helpful in active professional life if the curriculum is usable, integrated with the clinic and delivered with diversified up-to-date learning methods. The benefit of pathology education increases in parallel to its adequacy. Also, surgical and internal sciences physicians benefit more than practitioners. It would be appropriate to set up-to-date standards on the years, duration, content and method of pathology education.
Açıklama
Anahtar Kelimeler
Tıp Eğitimi, Patoloji, Müfredat, Mezuniyet Sonrası, Medical Education, Pathology, Postgraduate, Curriculum
Kaynak
Tıp Eğitimi Dünyası
WoS Q Değeri
Scopus Q Değeri
Cilt
21
Sayı
63
Künye
Sensu S. , Koçak H. , Gürbüz Y. S. , Fışgın N. , Erdoğan N. Which Pathology Education Method Is More Useful in Active Professional Life? A Survey of Clinicians. Tıp Eğitimi Dünyası. 2022; 21(63): 69-83.