Klinik Stajlarda Dikey Entegrasyon Oturumlarının Öğrenci Değerlendirmeleri

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

References

1. 1. Anderson MB. A guide to the 130 reports in this snapshot supplement to academic medicine. Acad Med 2000; 75(9): 10e14.
2. 2. Jones R, Higgs R, de Angelis C, Prideaux D. Changing face of medical curricula. Lancet 2001; 357: 699e703.
3. 3. Anderson MB, Swanson AG. Educating medical students: The ACME-TRI report with supplements. Acad Med 1993; 68: 1e46.
4. 4. Harden RM. The integration ladder: a tool for curriculum planning and evaluation. Med Educ 2000; 34: 551e557.
5. 5. Brynhildsen J, Dahle LO, Behrbohm FM, Rundquist I, Hammar M. Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum. Med Teach 2002; 24: 286e288.
6. 6. Ginzberg E. The reforms of medical education: an outsider reflection. Acad Med 1993; 68: 518e519.
7. 7. Paul B, Karen M. Intehration of basic and clinical sciences. AMEE; 2008.
8. 8. Malik Alam Sher, Malik Rukhsana Hussain. Twelve tips for developing an integrated curriculum. Med Teach 2011; 33: 99e104.

9. 9. Custers EJ. Long-term retention of basic science knowledge: A review study. Adv Health Sci Educ Theory Pract. 2010;15:109–28.
10. 10. Ling Y, Swanson DB, Holtzman K, Bucak SD. Retention of basic science information by senior medical students. Acad Med 2008;83: S82-5.
11. 11. Magid, Margret S., and Carolyn L. Cambor. "The integration of pathology into the clinical years of undergraduate medical education: a survey and review of the literature." Human pathology 43.4 (2012): 567-576.
12. 12. Kulasegaram, Kulamakan Mahan, et al. "Cognition before curriculum: rethinking the integration of basic science and clinical learning." Academic Medicine 88.10 (2013): 1578-1585.
13. 13. Scientific Foundations for Future Physicians. Report of the AAMCHHMI Committee. Washington (DC): Association of American Medical Colleges; 2009.
14. 14. Dubois, Eline Agnès, and Kari Lanette Franson. "Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach." Medical teacher 31.9 (2009): 822-828.
15. 15. Miller, Andrew, et al. "Rad-Path: integrated anatomical pathology and radiology undergraduate tutorials." Pathology 41.5 (2009): 460-466.
16. 16. Bezuidenhout, J et al. “Clinical Rotation in Pathology: Description of a Case Based Approach.” Journal of Clinical Pathology 59.4 (2006): 355–359. PMC. Web. 2 Mar. 2016.
17. 17. Jafri, Nazia F., Rohini Nadgir, and Priscilla J. Slanetz. "Student-facilitated radiology-pathology correlation conferences: an experiential educational tool to teach multidisciplinary patient care." Journal of the American College of Radiology 7.7 (2010): 512-516.
18. 18. Dahle, L. O., et al. "Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden." Medical teacher 24.3 (2002): 280-285.
19. 19. Richards J, Schwartzstein R, Irish J, Almeida J, Roberts. Clinical physiology grand rounds. Clinical Teacher 2013; Apr 10(2):88-93. doi: 10.1111/j.1743-498X.2012.00614.
20. 20. Wendelberger KJ, Burke R, Haas AL, Harenwattananon M, Simpson D.Identifying Opportunities for Vertical Integration of Biochemistry and Clinical Medicine.Adv Health Sci Educ Theory Pract 1998; 3(3):157-164.
21. 21. Sakles JC, Maldonado RJ, Kumari VG: Integration of basic asciences and clinical sciences in a clerkship:a pilot study. JIAMSE 2006; 16:4-9.
22. 22. Beech DJ, Domer FR: Utiity of case-method approach fr the integration of clinical and basic science in surgical education. Journal of Cancer Education 2002; 17(3):161-164.
23. 23. O’Neill PA: The role of basic sciences in a problem-based learning clinical curriculum. Medical Education 2000; 34: 608-613.
24. 24. Dunaway, George A., and Carl L. Faingold. "Development and implementation of a multidisciplinary sophomore medical curriculum: Integration of pharmacology with basic and clinical sciences." Pharmacologist 43 (2001): 83-90.