National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents

Year 2014, , 23 - 28, 07.08.2014

İşıl İrem Budakoğlu Özlem Coşkun Mehmet Ali Ergün

https://doi.org/10.5152/balkanmedj.2013.9145

Abstract

Background: There is very little information available on self-perceived competence levels of junior medical doctors with regard to definitions by the National Core Curriculum (NCC) for Undergraduate Medical Education. Aims: This study aims to determine the perceived level of competence of residents during undergraduate medical education within the context of the NCC. Study Design: Descriptive study. Methods: The survey was conducted between February 2010 and December 2011; the study population comprised 450 residents. Of this group, 318 (71%) participated in the study. Self-assessment questionnaires on competencies were distributed and residents were asked to assess their own competence in different domains by scoring them on a scale of 1 to 10. Results: Nearly half of the residents reported insufficient experience of putting clinical skills into practice when they graduated. In the theoretical part of NCC, the lowest competency score was reported for health-care administration, while the determination of level of chlorine in water, delivering babies, and conducting forensic examinations had the lowest perceived levels of competency in the clinical skills domain. Conclusion: Residents reported low levels of perceived competency in skills they rarely performed outside the university hospital. They were much more confident in skills they performed during their medical education.

Keywords

Core curriculum, evaluation, medical education

National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents

Abstract

References

• Huon S, Giuseppe F, Pietro G, Eugenio G, Andrea L, Vincenzo Z, et al. The challenge of reform: 10 years of curricula change in Italian medical schools. Med Teach 2009;31:1047-55. [CrossRef]
• Cumming A, Ross M. The Tuning Project for Medicine - learning outcomes for undergraduate medical education in Europe. Med Teach 2007;29:636-41 [CrossRef]
• Brokaw JJ, Torbeck LJ, Bell MA, Deal DW. Impact of a compe- tency-based curriculum on medical student advancement: a ten- year analysis. Teach Learn Med 2011;23:207-14 [CrossRef]
• Oda Y, Koizumi K. Status of medical education reform at Saga Medical School 5 years after introducing PBL. Kaohsiung J Med Sci 2008;24(3 Suppl):S46-53. [CrossRef]
• Xiao H, Xian L, Yu X, Wang J. Medical curriculum reform in Sun Yat-sen University: implications from the results of GMER evalua- tion in China. Med Teach 2007;29:706-10. [CrossRef]
• Tomorrow’s Doctors Outcomes and standards for undergraduate medical education, General Medical Council 2009, http://www. gmc-uk.org/TomorrowsDoctors_2009.pdf_39260971.pdf, (Avail- able from, 2012 July 26).
• Frank, JR. The CanMEDS 2005 physician competency frame- work. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada, 2005.
• Chu TS, Weed HG, Wu CC, Hsu HY, Lin JT, Hsieh BS. A Pro- gramme of accelerated medical education in Taiwan. Med Teach 2009;31:e74-8 [CrossRef]
• Yılmaz ED. Education Systems and Teaching Methods in Medical Education and Responsibility of Medical Schools. Trakya Univ Tip Fak Derg 2006;23:1-3
• Official Journal of the European Union, 3.9.2005, Section 2, Article 24, http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:20 05:255:0022:0142:en:PDF, (Available from: 2012 July 26).
• Promes SB, Chudgar SM, Grochowski COC, Shayne P, Isen- hour J, Glickman SW, et al. Gaps in procedural experience and competency in medical school graduates. Acad Emerg Med 2009;16:S58–62. [CrossRef]
• Swiss Catalogue of Learning Objectives for Undergraduate Medical Training, http://sclo.smifk.ch/downloads/sclo_2008.pdf, (Available from, 2013 February 27).
• Bulut A. A News: National Undergraduate Medical Core Curricu- lum has been composed. Tıp Eğitimi Dünyası 2003;13:13-36.
• Özgün Ş, Topbaş M, Çan G. KTU Medical Faculty’s Interns Self Reported Competence About Diagnostic And Therapeutic Skills for Selected Diseases and Emergency Situations as well as their Application of Selected Invasive and Non-Invasive Procedures. Tıp Egitimi Dünyası 2006;21:11-5.
• Göçgeldi E, İstanbulluoglu H, Koçak N, Ceylan S, Çetin M, Uçar M. Do The Final Year Medical Students Consider Themselves Competent Enough To Work In Primary Health-Care Services? Tıp Egitimi Dünyası 2011;31:29-37.
• Sayek İ, Odabaşı O, Kiper N. Report of Undergraduate Medical Education Turkish Medical Association 2010. TTB Yayınları, An- kara, 2010.
• Hannon FB. A national medical education needs’ assessment of interns and the development of an intern education and training programme. Med Educ 2000;34:275-84. [CrossRef]
• European Core Curriculum the Students’ Perspective, 5th Inter- national Follow-Up Conference on the Bologna Process in Medi- cal Education, 6 - 10th July, 2006, Bristol (UK), http://www.educ- med.net/pdf/documentos/bolonia/eccsp.pdf, (Available from, 2012 July 26).
• Martins HMG, Detmer DE, Rubery E. Perspectives on manage- ment education: an exploratory study of UK and Portuguese medical students. Med Teach 2005;27:493–8. [CrossRef]
• Sanders CW, Edwards JC, Burdenski TK. A survey of basic techni- cal skills of medical students. Acad Med 2004;79:873-5. [CrossRef]
• Wu EH, Elnicki DM, Alper EJ, Bost JE, Corbett EC, Fagan MJ, et al. Procedural and interpretive skills of medical students: experi- ences and attitudes of third-year students. Acad Med 2006;81(10 Suppl):S48-51. [CrossRef]
• Brennan N, Corrigan O, Allard J, Archer J, Barnes R, Bleakley A, et al. The transition from medical student to junior doctor: today’s experiences of Tomorrow’s Doctors. Med Educ 2010;44:449-58. [CrossRef]
• Harris P, Snell L, Talbot M, Harden RM. Competency-based medi- cal education: implications for undergraduate programs. Med Teach 2010;32:646-50. [CrossRef]
• Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. Med Teach 2010;32:638-45. [CrossRef]
• Directive of Turkish Public Health Institution http://www.turki- yehalksagligi.gov.tr/tr/dosya/yonerge_10042012.pdf, (Available from, 2012 July 25).
• Özçakır A. Should communication and clinical skills training be given in medical education ? Opinions of the intern students. T Klin J Med Sci 2002;22:185-9.