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Bezmialem Vakıf Üniversitesi Tıp Fakültesi Araştırma Eğitiminde Uygulanan Bilimsellik Yatay Stajı ve Değerlendirme Sonuçları*

Year 2019, , 70 - 79, 31.08.2019
https://doi.org/10.25282/ted.528552

Abstract

ÖZET

Tıp Eğitiminde; bilimsel araştırma
tasarlama sorumluluğu üstlenebilen hekimler yetiştirmek,  tıp fakültelerinin mezun yeterlilikleri
arasında yer almaktadır. Her öğrencinin sorumluluğunu üstlenerek, bilimsel bir
araştırma yapmasını sağlayacak “araştırma eğitimi programı”   fakültemizde klinik dönemde bilimsellik
komitesi/stajı adı verilen bir yatay stajla gerçekleşmektedir. Bu çalışmanın
amacı, uygulamanın nasıl yapıldığı ve değerlendirildiğini açıklamak ve edinilen
deneyimleri paylaşmaktır.  Bu stajda,
amacı ve içeriği belirlenmiş altı modülde, araştırma eğitimine yönelik konferanslar
ve öğrencilerin mentörleri ile birlikte hazırlamış oldukları araştırmaların
aşamaları yer almaktadır. Öğrenciler, kendilerine bir mentör öğretim üyesi
seçmekte ve bu öğretim üyesiyle standart bir sözleşme imzalamaktadırlar. İlk
modülden itibaren bir araştırma sorusu oluşturmaları, bilimsel literatür
taramaları yapmaları, etik kurul başvurusu, proje hazırlamaları ve proje
malzemelerini sağlamaları gerekmektedir. İstatistiksel destek alma, araştırmayı
sürdürme ve bitirme sorumlulukları da bulunmaktadır. Modüllerde öğretim üyeleri
tarafından konferanslar verilmekte ve küçük gruplara ayrılan öğrenciler,
projelerinin aşamalarını komisyonda yer alan öğretim üyesi ve grup
arkadaşlarına sunmaktadır. Her modülün gerektirdiği aşama belirlenmiş ve bir
kılavuzda yayınlanmıştır. Üç yarıyıl süren bu yatay stajın sonunda öğrenciler
araştırmalarını Tıp Bayramında düzenlenen “Araştırma Günü” etkinliklerinde
sözlü veya poster bildirileri şeklinde sunmaktadırlar. Fakültemiz öğretim üyelerinden
oluşan Bilimsellik Stajı Komisyonu, uygulamayı düzenlemekte, modüllerde görev
almakta ve tüm taraflardan alınan geribildirimleri değerlendirerek üst
birimlere rapor etmektedir. Uygulamayı eşgüdümlü olarak yürüttüğümüz Johns
Hopkins Üniversitesi öğretim üyeleri de her modüle katkı sunmaktadır. Ölçme ve
değerlendirme, modüllerde gösterdikleri ilerlemelere göre, yapılandırılmış bir
puanlama sistemiyle gerçekleştirilir.





Sonuç: Bilimsellik
Komitesi/Stajı, Bezmialem Vakıf Üniversitesi Tıp Fakültesi program çıktılarında
da yer alan «Bilimsellik» maddesi kapsamında, öğrencilerimize bilimsel
okur-yazarlığı öğretmek amaçlı oluşturulmuştur. BVÜ öğrencilerinin bu aşamaları
birebir yaşayarak ve yaparak öğrenmelerinin eğitimlerine önemli katkısının
olacağı ve benzer uygulamaların yaygınlaşmasının ülkemizde araştırmacı-hekim
sayısında artış sağlayacağı kanısındayız. 

References

  • 1.Akman M, Unalan PC, Kalaca S, Apaydin K.Ç, Cifcili S, Uzuner A. A Three-Year Mandatory Student Research Program in an Undergradute Medical Curriculum in Turkey Kuwait Medical Journal 2010, 42 (2): 106-111
  • 2. Solomon SS, Tom SC, Pichert J, Wasserman D, Powers AC. Impact of medical student research in the development of physician-scientists.J Investig Med. 2003, 51:149–156.
  • 3. Research Opportunities .Johns Hopkins School of Medicine https://www.hopkinsmedicine.org/som/admissions/md/research/index.html Accessed January 2019
  • 4. Office of Student Research. Yale School of Medicine. http://medicine.yale.edu/education/osr/index.aspx. Accessed January 2019
  • 5. Brown MA , Chipps TM , Gebretsadik T, Ware LB, Islam JY, Finck LR, Barnett J, Hartert TV. Training the next generation of physician researchers – Vanderbilt Medical Scholars Program. BMC Medical Education 2018, 18:5 DOI 10.1186/s12909-017-1103-0
  • 6. Amgad M, Man Kin Tsui M, Liptrott SJ, Shash E. Medical student research: an integrated mixed-methods systematic review and meta-analysis. PLoS One. 2015 Jun 18;10(6):e0127470. doi: 10.1371/journal.pone.0127470. eCollection 2015
  • 7.Chang Y, Ramnanan CJ. A review of literature on medical students and scholarly research: experiences, attitudes, and outcomes. Acad Med. 2015;90:1162–1173
  • 8. Bierer SB, Chen HC. How to measure success: the impact of scholarly concentrations on students—a literature review. Acad Med. 2010;85:438–452.
  • 9. Laskowitz DT, Drucker RP, Parsonnet J, Cross PC, Gesundheit N. Engaging students in dedicated research and scholarship during medical school: the long-term experiences at Duke and Stanford. Acad Med. 2010;85:419–428.
  • 10. Hunskaar S, Breivik J, Siebke M, Tommeras K, Figenschau K, Hansen JB.Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors. BMC Med Educ. 2009,14;9:43. doi: 10.1186/1472-6920-9-43.
  • 11. van Eyk HJ, Hooiveld MH, Van Leeuwen TN, Van der Wurff BL, De Craen AJ, Dekker FW; NVMO-Special Interest Group on Scientific Education. Scientific output of Dutch medical students. Med Teach. 2010;32(3):231-5. doi: 10.3109/01421591003596592.

Scholarly Concentration and Evaluation Results Applied in Research Education in Bezmialem Vakif University Faculty of Medicine

Year 2019, , 70 - 79, 31.08.2019
https://doi.org/10.25282/ted.528552

Abstract

Aim: Research Training Program, which will enable to carry out scientific research by taking responsibility of each student, is carried out in our faculty with an internship called “Scholarly Concentrations Program” in clinical period. The aim of this study is to explain how the practice is done and to evaluate and to share the experiences gained.

Material and Methods: In this internship, there are six modules whose purpose and content are determined. In these modules, there are conferences for research education and stages of research that students have prepared together with their advisors. Students choose a adviser among faculty member and sign a standard contract with them. A commission called the Scientific Internship Commission has been established to plan, conduct and control this program. From the first module, students should create a research question with their advisors, make scientific literature reviews, get approval from the ethics committee, and prepare a project if necessary and apply to Scientific Research Projects Unit (BAP). They also have the responsibility to receive statistical support and to continue and complete the research. In the modules, lectures are given by faculty members on research principles. Students are divided into small groups and present the stages of their projects to members of the Scientific Internship Commission and their group friends. Stages of each module have been created and published in a manual. At the end of three semesters of internship, students present their research in the form of oral or poster presentations in the “Research Day” activities organized at Medical Day. The Scientific Internship Commission organizes the program, takes part in the modules and evaluates the feedback received from all parties and reports to the upper units. The members of the Johns Hopkins University, which with whom we coordinate with the program, also contribute to each module. Measurement and evaluation is carried out with a structured scoring system for each module.

Results: Scholarly Concentration in 2015-2016 academic year has begun with Term IV and on 14 March 2017 a total of 93 research has been completed and presented as an oral or poster presentation. On the 14th of March 2018, 100 students, who completed the next semester successfully, completed their studies. At present, 130 students in Term IV and 126 students in Term V are continuing their studies to carry out research projects. The research abstracts of 193 students have been published in the supplementary edition of Bezmialem Science, and it is planned to publish the completed projects each year.

Conclusion: Scholarly Concentration is designed to teach students scientific literacy. We think that the learning of BVU students by making and living these stages will have a significant contribution to their education. We believe that the spread of similar practices will increase the number of researcher physician in our country.

References

  • 1.Akman M, Unalan PC, Kalaca S, Apaydin K.Ç, Cifcili S, Uzuner A. A Three-Year Mandatory Student Research Program in an Undergradute Medical Curriculum in Turkey Kuwait Medical Journal 2010, 42 (2): 106-111
  • 2. Solomon SS, Tom SC, Pichert J, Wasserman D, Powers AC. Impact of medical student research in the development of physician-scientists.J Investig Med. 2003, 51:149–156.
  • 3. Research Opportunities .Johns Hopkins School of Medicine https://www.hopkinsmedicine.org/som/admissions/md/research/index.html Accessed January 2019
  • 4. Office of Student Research. Yale School of Medicine. http://medicine.yale.edu/education/osr/index.aspx. Accessed January 2019
  • 5. Brown MA , Chipps TM , Gebretsadik T, Ware LB, Islam JY, Finck LR, Barnett J, Hartert TV. Training the next generation of physician researchers – Vanderbilt Medical Scholars Program. BMC Medical Education 2018, 18:5 DOI 10.1186/s12909-017-1103-0
  • 6. Amgad M, Man Kin Tsui M, Liptrott SJ, Shash E. Medical student research: an integrated mixed-methods systematic review and meta-analysis. PLoS One. 2015 Jun 18;10(6):e0127470. doi: 10.1371/journal.pone.0127470. eCollection 2015
  • 7.Chang Y, Ramnanan CJ. A review of literature on medical students and scholarly research: experiences, attitudes, and outcomes. Acad Med. 2015;90:1162–1173
  • 8. Bierer SB, Chen HC. How to measure success: the impact of scholarly concentrations on students—a literature review. Acad Med. 2010;85:438–452.
  • 9. Laskowitz DT, Drucker RP, Parsonnet J, Cross PC, Gesundheit N. Engaging students in dedicated research and scholarship during medical school: the long-term experiences at Duke and Stanford. Acad Med. 2010;85:419–428.
  • 10. Hunskaar S, Breivik J, Siebke M, Tommeras K, Figenschau K, Hansen JB.Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors. BMC Med Educ. 2009,14;9:43. doi: 10.1186/1472-6920-9-43.
  • 11. van Eyk HJ, Hooiveld MH, Van Leeuwen TN, Van der Wurff BL, De Craen AJ, Dekker FW; NVMO-Special Interest Group on Scientific Education. Scientific output of Dutch medical students. Med Teach. 2010;32(3):231-5. doi: 10.3109/01421591003596592.
There are 11 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Program Introduction
Authors

Semra Özçelik 0000-0001-9237-6723

Dilek Sema Arıcı This is me

Meliha Meriç Koç This is me

Rümeyza Kazancıoğlu This is me

Publication Date August 31, 2019
Submission Date February 18, 2019
Published in Issue Year 2019

Cite

Vancouver Özçelik S, Arıcı DS, Meriç Koç M, Kazancıoğlu R. Bezmialem Vakıf Üniversitesi Tıp Fakültesi Araştırma Eğitiminde Uygulanan Bilimsellik Yatay Stajı ve Değerlendirme Sonuçları*. TED. 2019;18(55):70-9.