Öz
Objective: Core curriculums describe the basic standard of medical education. In this study, we aimed to investigate primary care physicians’ views on the minimum level of competency required in a general practitioner about skills listed in the National Core Curriculum for Undergraduate Medical Education-2014 (NCC-2014) and whether they feel competent in these skills.
Method: Between October 1, 2017 and September 1, 2018, 27652 primary care physicians who work in Turkey were surveyed about the skills listed in the NCC-2014. The participants rated the minimum competency for every skill on 0–4 level and also stated whether they felt that the primary care physicians were competent.
Result: 4117 (14.9%) participants answered entire questions. Out of 136 skills, “Level3—Should be able to do the skill in cases which are frequent and not complex” was the most selected category for 123 (90.4%) skills, “Level2—Should be able to do the skill according to the guidelines in a state of emergency” was the most selected category for 10 (8.1%) skills, and “Level4—Should be able to do the skill even in complex cases” was the most selected category for 3 (2.2%) skills by participants.
Conclusion: The participants are generally willing to perform skills, but according to them, some of the skills are complex. There are differences between the required competency levels in the NCC-2014 and the opinions of participants. Since physicians’ views are important for curriculum development, medical curriculum developers around the world would benefit from findings of this study.
Anahtar Kelimeler
primary care physicians core curriculum national survey skills
Kaynakça
- Harden RM, Davis MH. AMEE Medical Education Guide No. 5. The core curriculum with options or special study modules. Med Teach. 1995;17(2):125–148.
- Gürpınar E, Coşkun HŞ, Şenol Y, Boneval C, Alimoğlu MK, Gültekin M. Mezuniyet Öncesi Tıp Eğitimi Programını Ulusal Çekirdek Eğitim Programına Göre Gözden Geçirme: Akdeniz Üniversitesi Tıp Fakültesi Deneyimi (Review of Undergraduate Medical Education Program on the Basis of the National Core Curriculum: Akdeniz University Faculty of Medicine Experience). Akdeniz Med J. 2015;1:12-24.
- UÇEP. Mezuniyet Öncesi Tıp Eğitimi Ulusal Çekirdek Eğitim Programı-2014 (National Core Curriculum for Undergraduate Medical Education-2014) [Internet]. Turkey; 2014 [cited 2019 Feb 2]. Available from: https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/tip_fakultesi_cep.pdf
- Dogra N, Bhatti F, Ertubey C, Kelly M, Rowlands A, Singh D et al. Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103. Med Teach. 2016;38(4):323-337.
- Şahin H, Başer A. Ulusal Çekirdek Eğitim Programı Aile Hekimliği Pratiğindeki Sorunları Kapsıyor mu? (Does National Core Curriculum Include The Problems Of Family Physician Practice?). Tıp Eğitimi Dünyası. 2019;18(54):44-62.
- Budakoğlu II, Coşkun Ö, Ergün MA. National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents. Balk Med J. 2014;31(1):23–28.
- Bahelah SO, Bahelah R, Bahelah M, Albatineh AN. Primary care physicians’ knowledge and self-perception of competency in dermatology: An evaluation study from Yemen. Cogent Med. 2015;2(1).
- Martinez JAC, Delgado RC, Fernández EF, González PA. Self-Perception of Theoretical Knowledge and Practical Skills by Primary Health Care Physicians in Life-Threatening Emergencies. Prehospital Disaster Med. 2018;33(5):508-518.
- Malan Z, Cooke R, Mash R. The self-reported learning needs of primary care doctors in South Africa: a descriptive survey. S Afr Fam Pract. 2015;57(1):35–43.
- Bjerre LM, Paterson NR, McGowan J, Hogg W, Campbell CM, Viner G et al. What Do Primary Care Practitioners Want to Know? A Content Analysis of Questions Asked at the Point of Care. J Contin Educ Health Prof. 2013;33(4):224–234.
- Wun YT, Dickinson JA, Chan CSY. Primary care physicians in public and private sectors perceive different learning needs. Med Teach. 2002;24(1):62–66.
- Bass EB, Chen BY. Problem Identification and General Needs Assessment. In: Thomas PA, Kern DE, Hughes MT, Chen BY, editors. Curriculum Development for Medical Education. Maryland (USA): Johns Hopkins University Press; 2016.
- Tabenkin H, Gross R, Bramli-Greenberg S. How Israeli Primary Care Physicians Perceive Their Role in the Health Care System. J Ambul Care Manag. 2001;24(2):19–29.
- Peters F, van Wyk J, van Rooyen M. Intern to independent doctor: basic surgical skills required for South African practice and interns’ reports on their competence. S Afr Fam Pract. 2015;57(4):261–266.
- Canaris GJ, Flach SD, Tape TG, Stierwalt KM, Haggstrom DA, Wigton RS. Can Internal Medicine Residents Master Microscopic Urinalysis? Results of an Evaluation and Teaching Intervention. Acad Med. 2003;78(5):525–529.
- Roberts C, Stark P. Readiness for self‐directed change in professional behaviours: factorial validation of the Self‐reflection and Insight Scale. Med Educ. 2008;42: 1054-1063.
- Houpt ER, Pearson RD, Hall TL. Three Domains of Competency in Global Health Education: Recommendations for All Medical Students. Acad Med. 2007;82(3):222–225.
- Chan BTB. The declining comprehensiveness of primary care. Can Med Assoc J. 2002;166(4):429–434.
- Lavergne M, Peterson S, McKendry R, Sivananthan S, McGrail K. Full-Service Family Practice in British Columbia: Policy Interventions and Trends in Practice, 1991–2010. Healthc Policy. 2014;9(4):32–47.
Ulusal Çekirdek Eğitim Programındaki Hekimlik Uygulamaları: Türkiye’deki Birinci Basamak Hekimlerinin Ulusal Çapta Araştırılması
Öz
Amaç: Çekirdek eğitim programı, tıp eğitimindeki temel standartları ifade eder. Bu çalışmada birinci basamak hekimlerinin; Mezuniyet Öncesi Ulusal Çekirdek Eğitim Programı-2014’teki hekimlik uygulamaları ile ilgili belirlenmiş olan asgari düzeyle ilgili görüşlerinin ve bu hekimlik uygulamalarında kendilerini yeterli hissedip hissetmediklerinin belirlenmesi amaçlanmıştır.
Gereç ve Yöntem: 1 Ekim 2017 ile 1 Eylül 2018 arasında, Türkiye’de görev yapmakta olan birinci basamak hekimlerine Ulusal Çekirdek Eğitim Programı-2014’teki hekimlik uygulamalarını içeren anket formu gönderilmiştir. Katılımcılar her bir hekimlik uygulaması için birinci basamak hekiminin bilmesi gerektiğini düşündükleri asgari düzeyi belirtmek amacıyla 0-4 arasında puanları kullanmıştır. Bunun yanı sıra, her bir uygulamada kendilerini yeterli hissedip hissetmediklerini belirtmiştir.
Bulgular: 4117 (14.9%) katılımcı tüm sorulara cevap vermiştir. 136 uygulamadan, 123’ünde (90.4%) en çok seçilen seçenek “Düzey 3—Karmaşık olmayan, sık görülen, durumlarda uygulamayı yapar”dı. “Düzey 2—Acil bir durumda kılavuza uygun biçimde uygulamayı yapar” 10 (8.1%) uygulamada en çok seçilen seçenek iken, “Düzey 4—Karmaşık durumlar da dahil uygulamayı yapar” 3 (2.2%) uygulamada en çok seçilen seçenekti.
Sonuç: Katılımcılar, genel olarak hekimlik uygulamalarını gerçekleştirmeye isteklidirler fakat onlara göre bazı uygulamalar karmaşıktır. Ulusal Çekirdek Eğitim Programı-2014’ün belirlediği düzey ile katılımcıların görüşleri arasında farklılıklar vardır. Hekimlerin görüşleri, tıpta eğitim programı geliştirme açısından önemli olduğundan, dünyanın her yerinden tıp programı geliştiricileri bu çalışmanın bulgularından yararlanabilir.
Anahtar Kelimeler
birinci basamak hekimleri çekirdek eğitim programı ulusal araştırma hekimlik uygulamaları
Kaynakça
- Harden RM, Davis MH. AMEE Medical Education Guide No. 5. The core curriculum with options or special study modules. Med Teach. 1995;17(2):125–148.
- Gürpınar E, Coşkun HŞ, Şenol Y, Boneval C, Alimoğlu MK, Gültekin M. Mezuniyet Öncesi Tıp Eğitimi Programını Ulusal Çekirdek Eğitim Programına Göre Gözden Geçirme: Akdeniz Üniversitesi Tıp Fakültesi Deneyimi (Review of Undergraduate Medical Education Program on the Basis of the National Core Curriculum: Akdeniz University Faculty of Medicine Experience). Akdeniz Med J. 2015;1:12-24.
- UÇEP. Mezuniyet Öncesi Tıp Eğitimi Ulusal Çekirdek Eğitim Programı-2014 (National Core Curriculum for Undergraduate Medical Education-2014) [Internet]. Turkey; 2014 [cited 2019 Feb 2]. Available from: https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/tip_fakultesi_cep.pdf
- Dogra N, Bhatti F, Ertubey C, Kelly M, Rowlands A, Singh D et al. Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103. Med Teach. 2016;38(4):323-337.
- Şahin H, Başer A. Ulusal Çekirdek Eğitim Programı Aile Hekimliği Pratiğindeki Sorunları Kapsıyor mu? (Does National Core Curriculum Include The Problems Of Family Physician Practice?). Tıp Eğitimi Dünyası. 2019;18(54):44-62.
- Budakoğlu II, Coşkun Ö, Ergün MA. National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents. Balk Med J. 2014;31(1):23–28.
- Bahelah SO, Bahelah R, Bahelah M, Albatineh AN. Primary care physicians’ knowledge and self-perception of competency in dermatology: An evaluation study from Yemen. Cogent Med. 2015;2(1).
- Martinez JAC, Delgado RC, Fernández EF, González PA. Self-Perception of Theoretical Knowledge and Practical Skills by Primary Health Care Physicians in Life-Threatening Emergencies. Prehospital Disaster Med. 2018;33(5):508-518.
- Malan Z, Cooke R, Mash R. The self-reported learning needs of primary care doctors in South Africa: a descriptive survey. S Afr Fam Pract. 2015;57(1):35–43.
- Bjerre LM, Paterson NR, McGowan J, Hogg W, Campbell CM, Viner G et al. What Do Primary Care Practitioners Want to Know? A Content Analysis of Questions Asked at the Point of Care. J Contin Educ Health Prof. 2013;33(4):224–234.
- Wun YT, Dickinson JA, Chan CSY. Primary care physicians in public and private sectors perceive different learning needs. Med Teach. 2002;24(1):62–66.
- Bass EB, Chen BY. Problem Identification and General Needs Assessment. In: Thomas PA, Kern DE, Hughes MT, Chen BY, editors. Curriculum Development for Medical Education. Maryland (USA): Johns Hopkins University Press; 2016.
- Tabenkin H, Gross R, Bramli-Greenberg S. How Israeli Primary Care Physicians Perceive Their Role in the Health Care System. J Ambul Care Manag. 2001;24(2):19–29.
- Peters F, van Wyk J, van Rooyen M. Intern to independent doctor: basic surgical skills required for South African practice and interns’ reports on their competence. S Afr Fam Pract. 2015;57(4):261–266.
- Canaris GJ, Flach SD, Tape TG, Stierwalt KM, Haggstrom DA, Wigton RS. Can Internal Medicine Residents Master Microscopic Urinalysis? Results of an Evaluation and Teaching Intervention. Acad Med. 2003;78(5):525–529.
- Roberts C, Stark P. Readiness for self‐directed change in professional behaviours: factorial validation of the Self‐reflection and Insight Scale. Med Educ. 2008;42: 1054-1063.
- Houpt ER, Pearson RD, Hall TL. Three Domains of Competency in Global Health Education: Recommendations for All Medical Students. Acad Med. 2007;82(3):222–225.
- Chan BTB. The declining comprehensiveness of primary care. Can Med Assoc J. 2002;166(4):429–434.
- Lavergne M, Peterson S, McKendry R, Sivananthan S, McGrail K. Full-Service Family Practice in British Columbia: Policy Interventions and Trends in Practice, 1991–2010. Healthc Policy. 2014;9(4):32–47.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 7 Haziran 2021 |
| Kabul Tarihi | 11 Mayıs 2021 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 13 Sayı: 2 |
