Probleme Dayalı Öğrenim Senaryosunun Üçüncü Sınıf Öğrencilerinin Çocukluk Çağı Zehirlenmeleri ile İlgili Bilgisine Etkisi

Yıl 2011, Cilt: 9 Sayı: 3, 68 - 74, 01.12.2011

Nazan Karaoğlu Sevgi Pekcan , Burak Cem Soner Muzaffer Şeker Rahmi Örs

Öz

Giriş : Öğrencilerin klasik eğitimle aldıkları temel tıp bilimleri bilgilerini klinik yıllara ve klinik pratiğe taşıyamadıkları ve probleme dayalı öğrenimin PDÖ bu eksiği kapatabileceği ifade edilmektedir. Teorik farmakoloji eğitimini tamamlamış olan üçüncü sınıf öğrencilerinin çocukluk çağı zehirlenmeleri hakkındaki bilgi düzeylerinin hazırlanmış PDÖ senaryosu ile ölçülmesi amaçlandı. Gereç ve Yöntem: Bu çalışmada 2009-2010 akademik yılının 2. yarıyılı ortasında 2. PDÖ senaryosu olarak uygulanan bir çocukluk çağı zehirlenme olgusu öncesinde ve sonrasında araştırmacılar tarafından hazırlanan bir anket formu rastgele örnekleme yöntemiyle seçilen PDÖ gruplarına isimsiz ve gönüllülük temelinde uygulandı. Demografik bilgiler, zehirlenme vakası karşısında tutumlarını ve bilgi düzeylerini ölçmeye yönelik açıkkapalı uçlu sorular ile öncelik sıralaması yapma şeklindeki ifadelerden oluşan anket formunun değerlendirilmesinde sayılar, yüzdeler ki-kare ve Student-t testi kullanıldı. Bulgular: Çalışma grubunda, ön testte 89 öğrenci, son testte 96 öğrenci yer aldı. Refik Saydam Hıfzıssıhha Ulusal Zehir Danışma Merkezi UZEM verilerine göre çok sık zehirlenme başvurusu yapılan maddelerden oluşturulan listeye verilen yanıtlarda örneğin; losyon, banyo köpüğü, kozmetikler, suluboya ve kalaminli losyonlar gibi öğrencilerin ön testte toksik dedikleri maddeler son teste anlamlı olarak doğru cevaplanmıştı p

Anahtar Kelimeler

Zehirlenme, çocuk, probleme dayalı öğrenme, öğrenciler, tıp

Effect of Problem Based Learning Scenario on Knowledge of Third Class Students About Childhood Poisoning

Öz

Introduction: It is stated that students cannot carry their knowledge on basic medical sciences that they gained with classical education to clinical classes and clinical practice and problem based learning PBL can compensate this drawback. It was aimed to evaluate the effect of PBL scenario written on this topic on level of knowledge about childhood poisoning of third class students who completed the most of theoretical pharmacology education. Materials and Method: A questionnaire form prepared by researchers was applied to randomly chosen PBL groups without writing names and on the basis of voluntariness before and after a case of childhood poisoning which was applied as the second PBL scenario in the second midterm of 2009-2010 academic years. Numbers, percentages, chisquare and student’s t-test were used for evaluation of the questionnaire form comprised of demographic data, open-closed ended questions for measuring attitudes and level of knowledge against case of poisoning and statements as making a priority ranking. Results: In the study group, 89 students took part in pre-test and 96 students took part in post-test. In the answers to the list including the substances that are the most common causes of admission according to data of Refik Saydam National Poison Center e.g. lotion, bath foam, cosmetics, water color and calamine lotions , the substances that the students stated to be toxic in pre-test were answered correctly in the post-test p

Anahtar Kelimeler

Poisoning, child, problem-based learning, students, medical

Kaynakça

• 1. Silverthorn DU. Teaching and learning in the interactive classroom. Adv Physiol Educ 2006;30:135-40.
• 2. Rangachari PK. Back to the future? Active learning of medical physiology in the 1900s. Adv Physiol Educ 2007:31:283-7.
• 3. Amin Z, Khoo HE. Historical perspectives in medical education. In: Basics in Medical Education. 2nd edition. Singapore; World Scientific Publishing; 2003. p.13-24.
• 4. Neville AJ, Norman GR. PBL in the undergraduate MD program at McMaster University: Three iterations in three decades. Acad Med 2007;82:370-4.
• 5. Gurpinar E, Musal B, Aksakoglu G, Ucku R. Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics. BMC Med Educ 2005;5:7.
• 6. General Medical Council. Tomorrow’s Doctors. Report of the Education Committee. London: GMC; 1993.
• 7. Tıp-Sağlık Bilimleri Eğitim Konseyi raporu. Ankara Üniversitesi Tıp Fakültesi, Ankara, 1998.
• 8. Oto-Geçim N, İkincioğulları D, Harmancı N. [Evaluation of childhood poisoning cases reported to National Poison Centre: Five years of retrospective study.] Turkiye Klinikleri J Pediatr Sci 2006;2:1-4.
• 9. Stremski ES. Accidental pediatric ingestion, hospital charges and failure to utilize a poison control center. VMJ 1999;98:29-33.
• 10. Kearney TE, Van Bebber SL, Hiatt PH, Olson KR. Protocols for pediatric poisonings from nontoxic substances. Are they valid? Pediatr Emerg Care 2006;22:215-21.
• 11. Vroman R. Pediatric toxicology: Part 3. What EMS providers need to know about “one-pill killers”. EMS Mag 2008;37:61-8.
• 12. Çamurdan Duyan A. [Preventive cautions in childhood poisoning.] Turkiye Klinikleri J Pediatr Sci 2006;2:87-91.
• 13. Birinci Basamağa Yönelik Zehirlenmeler Tanı ve Tedavi Rehberleri 2007. T.C.Sağlık Bakanlığı Ulusal Zehir Merkezi (UZEM). Refik Saydam Hıfzısıhha Merkezi Başkanlığı. Yücel Ofset Matbaacılık Turizm Sanayi Tic. Ltd. Şti., Ankara, 2007:2-22.
• 14. Keklikoglu M. Poisonings. In: Beers MH, Berkow R, eds. The Merck Manual of Diagnosis and Therapy. 17th ed. Istanbul, Yuce Reklam, Yayım Dağıtım A.Ş; 2002.p.2619-55.
• 15. Kurtoglu S, Akcakus M, Gunes T. [A general approach in childhood poisoning.] Turkiye Klinikleri J Pediatr 2003;12:117-24.
• 16. Iputo JE, Kwizera E. Problem-based learning improves the academic performance of medical students in South Africa. Med Educ 2005;39:388-93.
• 17. Lam T, Wan X, Ip MS. Current perspectives on medical education in China. Med Educ 2006;40:940-9.
• 18. Kingsbury MP, Lymn JS. Problem-based learning and larger student groups: mutually exclusive or compatible concepts – a pilot study. BMC Med Educ 2008;8:35.
• 19. Antepohl W, Domeij E, Forsberg P, Ludvigsson L. A follow-up of medical graduates of a problem-based learning curriculum. Med Educ 2003;37:155-62.
• 20. Lohfeld L, Neville A, Norman G. PBL in undergraduate medical education: A qualitative study of the views of Canadian residents. Adv Health Sci Educ Theory Pract 2005;10:189-214.
• 21. Norman GR, Wenghofer E, Klass D. Predicting doctor performance outcomes of curriculum interventions: problem-based learning and continuing competence. Med Educ 2008;42:794-9.
• 22. Joghataee H, Mirakbari SM, Moosavi SS, Farnaghi F. Poisoning in children: A study of 1120 poisoned patients younger than 12 years at Longham Hakeem Poison Control Center, Tehran, Iran, 2000-2001. The internet journal of Pediatrics and Neonatology 2002;2:31-8.
• 23. Koliou M, Ioannou C, Andreou K, Petridou A, Soteriades ES. The epidemiology of childhood poisonings in Cyprus. Eur J Pediatr 2010;169:833-8.
• 24. Kohli U, Kuttiat VS, Lodha R, Kabra SK. Profile of childhood poisoning at a tertiary care centre in North India. Indian J Pediatr 2008;75:791-4.
• 25. Ozdogan H, Davutoğlu M, Bosnak M, Tutanc M, Haspolat K. Pediatric poisonings in southeast of Turkey: epidemiological and clinical aspects. Hum Exp Toxicol 2008;27:45-8.
• 26. Connolly GN, Richter P, Aleguas A Jr, Pechacek TF, Stanfill B, Alpert HR. Unintentional child poisonings through ingestion of conventional and novel tobacco products. Pediatrics 2010;125:896-9.
• 27. Glatstein M, Garcia-Bournissen F, Scolnik D, Koren G. Sulfonylurea intoxication at a tertiary care paediatric hospital. Can J Clin Pharmacol 2010;17:e51-6.
• 28. Smolinske SC, Kaufman MM. Consumer perception of household hazardous materials. Clin Toxicol (Phila) 2007;45:522-5.
• 29. McDonald EM, Solomon BS, Shields WC, Serwint JR, Wang M-C, Gielen AC. Do urban parents’ interests in safety topics match their children’s injury risks? Health Promot Pract 2006;7:388-95.
• 30. Karaoglu N. Needle stick injuries and medical education. J Pak Med Assoc 2010;60:599.
• 31. Karaoğlu N, Şeker M. [The importance of drug application skills and an analysis about these skills according to student’s feedbacks in Selçuk University.] Genel Tıp Derg 2009;19:121-7.