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Hangi Yöntem Kullanılarak Yapılan Patoloji Eğitimi Aktif Meslek Hayatında Daha Yararlı? Klinisyenlerde Bir Anket Çalışması

Yıl 2022, Cilt: 21 Sayı: 63, 69 - 83, 30.04.2022
https://doi.org/10.25282/ted.970576

Öz

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.

Kaynakça

  • 1- Cecil, Russell L. 1881-1965., Lee Goldman, MD, and Andrew I Schafer. Goldman's Cecil Medicine. 24th ed. Philadelphia: Elsevier/Saunders, 2012.
  • 2- MEZUNİYET ÖNCESİ TIP EĞİTİMİ ULUSAL ÇEKİRDEK EĞİTİM PROGRAMI 2020. https://www.yok.gov.tr/ Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/mezuniyet-oncesi-tip-egitimi-cekirdek-egitimi-programi.pdf. Erişim tarihi 10 Nisan 2021.
  • 3-Domizio P. The changing role of pathology in the undergraduate curriculum. [Internet] . Erişim tarihi 20 Nisan 2021. https://www.pathsoc.org/ files/history/c12.pdf.
  • 4- Buja LM. Medical education today: all that glitters is not gold. Medical Education 2019; 19:110
  • 5- Khonglah Y, Raphael V, Mishra J, Marbaniang E, Chowdhury Z, Dey B. Relooking the curriculum and assessment in undergraduate pathology. J Edu Health Promot 2019;8:116
  • 6- Gençer CU, Dere Y. Pathology Education in Medical Faculties. MAKU J. Health Sci Inst 2019; 7(1): 25-28.
  • 7- Kumar, Vinay, Abul K. Abbas, Jon C. Aster, and James A. Perkins. Robbins Basic Pathology. Tenth edition. Philadelphia: Elsevier, 2018.
  • 8-Marsdin E, Biswas S. Are We Learning Enough Pathology in Medical School to Prepare Us for Postgraduate Training and Examinations?. Journal of Biomedical Education 2013; 2013:1-3.
  • 9-Onan A, Usubütün A, Sezer B. The effect of the blended learning approach in pathology education on academic achievement and satisfaction . Tıp Eğitimi Dünyası 2019; 54: 77-87.
  • 10-Şensu S. Chapter 7: Changing student populations and compatible techniques for undergraduate pathology educa¬tion: A comprehensive review of recent 10 years. In Evereklioglu C, ed. Theory and Research in Health Sciences. Gece Publishing; 2020:119-141.
  • 11-Bezuidenhout J, Wasserman E, Mansvelt E, Meyer C, van Zyl G, Orth H et al. Clinical rotation in pathology: description of a case based approachJ Clin Pathol 2006;59:355–359.
  • 12-Sarwani NAL, James H, Al, Tabban MY, AlMehza HEAA, Fatima A, Chakravarty M. Restoring Oslerian clinical training in place of Flexnerian reductionism in medical education: A historical perspective Innovative J Med Health Sci 2019; 9(10): 606-610.
  • 13- Albaradie RS. Perception of students and teachers about didactic teaching: A cross-sectional study. Saudi J Health Sci 2018;7:107-15.
  • 14- Lee BC, Hsieh ST, Chang YL, Tseng FY, Lin YJ , Chen YL et al. A Web-Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study. Anat Sci Educ 0: 1–16.
  • 15-Mogali SR, Vallabhajosyula R, Ng CH, Lim D, Ang ET, Abrahams P. Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology. Anat Sci Educ 2019; 12:664–672.
  • 16-Mahmoud A, Bennett M. Introducing 3-Dimensional Printing of a Human Anatomic Pathology Specimen. Arch Pathol Lab Med 2015;139:1048–1051
  • 17- Rae G, Newman III WP, McGoey R, Donthamsetty S, Karpinski AC, Green J. The Histopathologic Reliability of Tissue Taken from Cadavers within the Gross Anatomy Laboratory. Anat Sci Educ 2018; 11:207–214.
  • 18-Nagesh NM, Giurca BC, Lishman S. Innovating undergraduate pathology education through public engagement. Virchows Archiv 2018; 472:853–863.
  • 19- Gao Z, Zorychta E, Karamchandani J, Michel RP, Brimo F, Telleria C et al. Revitalising an academic pathology department: lessons learnt. J Clin Pathol 2019;72:213–220
  • 20- TUS: Tıpta Uzmanlık Eğitimi Giriş Sınavı. https://www.osym.gov.tr/TR,4519/degerlendirme-ve-secme-yerlestirme-islemleri.html. Erişim tarihi 10 Nisan 2021.

Which Pathology Education Method Is More Useful in Active Professional Life? A Survey of Clinicians

Yıl 2022, Cilt: 21 Sayı: 63, 69 - 83, 30.04.2022
https://doi.org/10.25282/ted.970576

Öz

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.

Kaynakça

  • 1- Cecil, Russell L. 1881-1965., Lee Goldman, MD, and Andrew I Schafer. Goldman's Cecil Medicine. 24th ed. Philadelphia: Elsevier/Saunders, 2012.
  • 2- MEZUNİYET ÖNCESİ TIP EĞİTİMİ ULUSAL ÇEKİRDEK EĞİTİM PROGRAMI 2020. https://www.yok.gov.tr/ Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/mezuniyet-oncesi-tip-egitimi-cekirdek-egitimi-programi.pdf. Erişim tarihi 10 Nisan 2021.
  • 3-Domizio P. The changing role of pathology in the undergraduate curriculum. [Internet] . Erişim tarihi 20 Nisan 2021. https://www.pathsoc.org/ files/history/c12.pdf.
  • 4- Buja LM. Medical education today: all that glitters is not gold. Medical Education 2019; 19:110
  • 5- Khonglah Y, Raphael V, Mishra J, Marbaniang E, Chowdhury Z, Dey B. Relooking the curriculum and assessment in undergraduate pathology. J Edu Health Promot 2019;8:116
  • 6- Gençer CU, Dere Y. Pathology Education in Medical Faculties. MAKU J. Health Sci Inst 2019; 7(1): 25-28.
  • 7- Kumar, Vinay, Abul K. Abbas, Jon C. Aster, and James A. Perkins. Robbins Basic Pathology. Tenth edition. Philadelphia: Elsevier, 2018.
  • 8-Marsdin E, Biswas S. Are We Learning Enough Pathology in Medical School to Prepare Us for Postgraduate Training and Examinations?. Journal of Biomedical Education 2013; 2013:1-3.
  • 9-Onan A, Usubütün A, Sezer B. The effect of the blended learning approach in pathology education on academic achievement and satisfaction . Tıp Eğitimi Dünyası 2019; 54: 77-87.
  • 10-Şensu S. Chapter 7: Changing student populations and compatible techniques for undergraduate pathology educa¬tion: A comprehensive review of recent 10 years. In Evereklioglu C, ed. Theory and Research in Health Sciences. Gece Publishing; 2020:119-141.
  • 11-Bezuidenhout J, Wasserman E, Mansvelt E, Meyer C, van Zyl G, Orth H et al. Clinical rotation in pathology: description of a case based approachJ Clin Pathol 2006;59:355–359.
  • 12-Sarwani NAL, James H, Al, Tabban MY, AlMehza HEAA, Fatima A, Chakravarty M. Restoring Oslerian clinical training in place of Flexnerian reductionism in medical education: A historical perspective Innovative J Med Health Sci 2019; 9(10): 606-610.
  • 13- Albaradie RS. Perception of students and teachers about didactic teaching: A cross-sectional study. Saudi J Health Sci 2018;7:107-15.
  • 14- Lee BC, Hsieh ST, Chang YL, Tseng FY, Lin YJ , Chen YL et al. A Web-Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study. Anat Sci Educ 0: 1–16.
  • 15-Mogali SR, Vallabhajosyula R, Ng CH, Lim D, Ang ET, Abrahams P. Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology. Anat Sci Educ 2019; 12:664–672.
  • 16-Mahmoud A, Bennett M. Introducing 3-Dimensional Printing of a Human Anatomic Pathology Specimen. Arch Pathol Lab Med 2015;139:1048–1051
  • 17- Rae G, Newman III WP, McGoey R, Donthamsetty S, Karpinski AC, Green J. The Histopathologic Reliability of Tissue Taken from Cadavers within the Gross Anatomy Laboratory. Anat Sci Educ 2018; 11:207–214.
  • 18-Nagesh NM, Giurca BC, Lishman S. Innovating undergraduate pathology education through public engagement. Virchows Archiv 2018; 472:853–863.
  • 19- Gao Z, Zorychta E, Karamchandani J, Michel RP, Brimo F, Telleria C et al. Revitalising an academic pathology department: lessons learnt. J Clin Pathol 2019;72:213–220
  • 20- TUS: Tıpta Uzmanlık Eğitimi Giriş Sınavı. https://www.osym.gov.tr/TR,4519/degerlendirme-ve-secme-yerlestirme-islemleri.html. Erişim tarihi 10 Nisan 2021.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Orjinal Araştırma
Yazarlar

Sibel Sensu 0000-0002-4607-780X

Hikmet Koçak 0000-0003-1720-9102

Yeşim Saliha Gürbüz 0000-0002-6189-2474

Nuriye Fışgın 0000-0002-9283-4963

Nusret Erdoğan 0000-0002-0333-8600

Yayımlanma Tarihi 30 Nisan 2022
Gönderilme Tarihi 12 Temmuz 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 21 Sayı: 63

Kaynak Göster

Vancouver Sensu S, Koçak H, Gürbüz YS, Fışgın N, Erdoğan N. Which Pathology Education Method Is More Useful in Active Professional Life? A Survey of Clinicians. TED. 2022;21(63):69-83.