Klinik Stajlarda Dikey Entegrasyon Oturumlarının Öğrenci Değerlendirmeleri

Year 2018, , 27 - 34, 23.07.2018

Hamdi E Tamimi Akram Nurhussen Dileep Rohra Abdurrahman Ouban Ahlam Alshadoukhy Wael Alkattan Sabri Kemahlı

https://doi.org/10.25282/ted.397608

Abstract

Giriş ve Amaç: Çağdağ tıp eğitimindeki en önemli ilkelerden biri olan entegrasyonun eğitimin tüm evrelerinde sağlanması amaçtır. Klinik öncesi evrede yatay ve dikey entegrasyon sağlanması yaygın olarak uygulanmakta olup klinik evrede özellikle dikey entegrasyon sınırlıdır.Bu çalışmada, klinik stajlarda temel bilimlerin katkısıyla uygulanan dikey entegrasyon uygulamaları konusunda öğrenci geri bildirimleri değerlendirilmiştir.

Yöntem: Alfaisal Üniversitesi Tıp Fakültesinde (Riyad, S.Arabistan) dönem 4’te Cerrahi, Kadın-Hastalıkları ve Doğum ile İç Hastalıkları stajlarında staj içerikleri ile ilgili temel bilim konularının olgu temelli tartışıldığı oturumlar düzenlenmiştir.  Oturumlarda mikrobiyoloji, patoloji ve farmakoloji bölümleri katkıda bulunmuştur. Oturumlardan sonra öğrenci geri bildirimleri 5’li Likert ölçeği ile alınarak değerlendirilmiştir 

Bulgular: Değerlendirilen oturumlar öğrenciler tarafından  % 80 üzerinde olumlu bulunmuştur.

Sonuç:  Temel-klinik bilim entegrasyon oturumları klinik yıllarda dikey entegrasyonu desteklemek için bir yöntemdir. Bu oturumlar stajlarla ilgili konular seçilerek yürütülmeli ve ilgili klinisyen ile temel bilimciler tarafından birlikte planlanmalıdır. 

 

Keywords

Klinik staj, klinik, eğitim modelleri, tıp eğitimi

Vertical Integration in Clinical Years of Medical Education

Abstract

Background: Integration is one of the main principles of contemporary medical education. Horizontal integration necessitates the coordination of teaching and learning activities within a year or a block, while vertical integration can be achieved by the contribution of basic and clinical sciences in all phases of medical education. Although vertical integration is achieved in many programs during the first 2-3 years (pre-clinical years), it is usually disregarded in clinical clerkships.

Methods: A clinical-basic science integration (CBSI) program was implemented at Alfaisal University College of Medicine during 4th year clerkships of Surgery, Obstetrics-Gynecology and Internal Medicine and the topics discussed were related to those clerkships. The basic sciences disciplines involved were: microbiology, pathology and pharmacology.

Results: A five points Likert scale questionnaire was used to collect the results of the students. There was a satisfaction level of over 80% for most of the questions and topics.

Conclusion: Basic and clinical science integration (correlation) sessions are the way to complement vertical integration in clinical years. Integrated sessions should be planned and implemented in all clerkships with appropriate basic science topics.  In order to ensure complete integration, these sessions should be coordinated by a team of basic scientists and clinicians.

Keywords

Clinical clerkship, clinical, educational models, medical education

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