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Mehmet Ali GÜLPINAR

Year 2011, Volume: 30 Issue: 30, 29 - 59, 01.04.2011

Abstract

In this article, a proposal was introduced for residency education programme, based on current approaches and principles. The proposal was designed as a “residency education programme framework” with following headings: (1) Educational Approach, (2) Educational/ Training Content, Experiences and Methods, (3) Assessment Program, (4) Educational/ Training Process, (5) Educational/ Training and Clinical Setting, (6) Evaluation and Improvement of Training Programme and Training Process, (7) Educational Materials and Resources

References

  • Christensen L, Karle H, Nystrup J. Process-outcome interrelationship and standard setting in medical education: the need for a comprehensive approach. Medical Teacher 2007;29:972-7.
  • Fraser SW, Greenhalgh T. Complexity science. coping with complexity: educating for capability. British Medical Journal 2001;323:799–803.
  • Harden RM, Crosby JR, Davis MH, Friedman M. AMEE Guide No. 14: Outcome-based education. Part 5: from competency to meta-competency: a model for the specification of learning outcomes. Medical Teacher 1999; 21(6):546-52.
  • Ramani S, Leinster S. AMEE Guide No. 34: Teaching in the clinical environment. Medical Teacher 2008;30:347-64.
  • Norcini J, Burch V. AMEE Guide No. 31: Workplace-based assessment as an educational tool. Medical Teacher 2007;29:855-71.
  • World Federation for Medical Education. Postgraduate medical education. WFME global standards for quality http://www3.sund.ku.dk/Activities/WFME%20Postgraduate.pdf adresinden 06 Ağustos 2010 tarihinde ulaşılmıştır. WFME Office: University of Copenhagen Denmark, 2003.
  • Kolb Experiential learning. New Jersey: Prentice-Hall, Inc.; 1984.
  • Gülpınar MA. Yaşantısal öğrenme: kişisel yaşantının / şimdiki zamanın içinde düşünmek. Tıp Eğitimi Dünyası 2002;9:26-34.
  • Mann K, Gordon J, Macleod A. Refelection and reflective practice in health professions education: a systemic review. Advance in Health Science Education 2007; DOI 10.1007/s10459-007-9090-2.
  • Sandars J. The use of refelection in medical education: AMEE Guide No.44. Medical Teacher 2009;31:685- 95.
  • Harden RM. Curriculum planning and development. In: Dent JA, Harden RM, (Ed.). A Practical guide for medical teachers. Edinburgh: Churchill Livingstone, Elsevier; 2009.
  • Harden RM, Uudlaw JM, Ker JS, Mitchell HE. AMEE Guide No. 7. Part 1: Task-based learning: an educational strategy for undergraduat postgraduate and continuing medical education. Medical Teacher 1996a;18(1):7-13.
  • Harden RM, Laidlaw JM, Ker JS, Mitchell HE. AMEE Medical Education Guide No. 7. Part 2: Task-based learning: an educational strategy for undergraduate, postgraduate and continuing medical education. Medical Teacher, 1996b;18(2):91-8.
  • Hawkins RE, Holmboe ES. Constructing an Evaluation System for an Educational Program. In: Holmboe ES, Hawkins RE, (Ed.). Practical guide to the evaluation of clinical competence. Phidelphia: Mosby, Elsevier; 2008.
  • Wass V, van der Vlueten C. Assessment in medical education and training. In: Carter Y, Jackson N, (Ed.). Medical education and training. Oxford: Oxford University Press; 2009.
  • Dijkstra J, Van der Vleuten CPM, Schuwirth LWT. A new framework for designing programmes of assessment. Advance in Health Science Education 2009; DOI 10.1007/s10459-009-9205-z.
  • Gülpınar MA. Tıp eğitiminde program geliştirme: kuram ve yaklaşımlar. Tıp Eğitimini Geliştirme Derneği VI. Ulusal Tıp Eğitimi Kongresi Özet Kitabı , 02-05 Haziran 2010.
  • Coderre S, Woloschuk W, McLaughlin K. Twelve tips for blueprinting. Medical Teacher 2009;31:322-4.

UZMANLIK EĞİTİM DÖNEM VE ÇERÇEVE EĞİTİM PROGRAMI GELİŞTİRME REHBERİ

Year 2011, Volume: 30 Issue: 30, 29 - 59, 01.04.2011

Abstract

Bu yazıda, uzmanlık eğitimiyle ilgili güncel yaklaşımlar ve temel ilkeler ele alınarak, bu ilkeler doğrultusunda “uzmanlık eğitimi çerçeve programı” için bir öneri sunulmuştur. Uzmanlık Eğitimi Çerçeve Programı, bir uzmanlık derneğinin ülkedeki ilgili tüm eğitim kurumlarındaki uzmanlık eğitimi için veya bir eğitim kurumunun bünyesindeki tüm uzmanlık eğitimleri için hazırladığı ana program olarak tanımlanmıştır. Öneri, ana ve alt baslıkları ile bir uzmanlık çerçeve eğitim programı kitabının olası formatı düşünülerek yazılmış ve 7 başlıktan oluşmuştur: (1) Eğitim Yaklaşımı, (2) Eğitim /çeriği, Öğrenim Deneyimleri ve Yöntemleri (3) Ölçme-Değerlendirme Sistemi, (4) Eğitim Süreci, (5) Eğitim ve Hizmet Ortamı, (6) Eğitim Programının ve Eğitim Sürecinin Değerlendirilmesi ve İyileştirilmesi, (7) Öğrenim Materyalleri ve Kaynaklar.

References

  • Christensen L, Karle H, Nystrup J. Process-outcome interrelationship and standard setting in medical education: the need for a comprehensive approach. Medical Teacher 2007;29:972-7.
  • Fraser SW, Greenhalgh T. Complexity science. coping with complexity: educating for capability. British Medical Journal 2001;323:799–803.
  • Harden RM, Crosby JR, Davis MH, Friedman M. AMEE Guide No. 14: Outcome-based education. Part 5: from competency to meta-competency: a model for the specification of learning outcomes. Medical Teacher 1999; 21(6):546-52.
  • Ramani S, Leinster S. AMEE Guide No. 34: Teaching in the clinical environment. Medical Teacher 2008;30:347-64.
  • Norcini J, Burch V. AMEE Guide No. 31: Workplace-based assessment as an educational tool. Medical Teacher 2007;29:855-71.
  • World Federation for Medical Education. Postgraduate medical education. WFME global standards for quality http://www3.sund.ku.dk/Activities/WFME%20Postgraduate.pdf adresinden 06 Ağustos 2010 tarihinde ulaşılmıştır. WFME Office: University of Copenhagen Denmark, 2003.
  • Kolb Experiential learning. New Jersey: Prentice-Hall, Inc.; 1984.
  • Gülpınar MA. Yaşantısal öğrenme: kişisel yaşantının / şimdiki zamanın içinde düşünmek. Tıp Eğitimi Dünyası 2002;9:26-34.
  • Mann K, Gordon J, Macleod A. Refelection and reflective practice in health professions education: a systemic review. Advance in Health Science Education 2007; DOI 10.1007/s10459-007-9090-2.
  • Sandars J. The use of refelection in medical education: AMEE Guide No.44. Medical Teacher 2009;31:685- 95.
  • Harden RM. Curriculum planning and development. In: Dent JA, Harden RM, (Ed.). A Practical guide for medical teachers. Edinburgh: Churchill Livingstone, Elsevier; 2009.
  • Harden RM, Uudlaw JM, Ker JS, Mitchell HE. AMEE Guide No. 7. Part 1: Task-based learning: an educational strategy for undergraduat postgraduate and continuing medical education. Medical Teacher 1996a;18(1):7-13.
  • Harden RM, Laidlaw JM, Ker JS, Mitchell HE. AMEE Medical Education Guide No. 7. Part 2: Task-based learning: an educational strategy for undergraduate, postgraduate and continuing medical education. Medical Teacher, 1996b;18(2):91-8.
  • Hawkins RE, Holmboe ES. Constructing an Evaluation System for an Educational Program. In: Holmboe ES, Hawkins RE, (Ed.). Practical guide to the evaluation of clinical competence. Phidelphia: Mosby, Elsevier; 2008.
  • Wass V, van der Vlueten C. Assessment in medical education and training. In: Carter Y, Jackson N, (Ed.). Medical education and training. Oxford: Oxford University Press; 2009.
  • Dijkstra J, Van der Vleuten CPM, Schuwirth LWT. A new framework for designing programmes of assessment. Advance in Health Science Education 2009; DOI 10.1007/s10459-009-9205-z.
  • Gülpınar MA. Tıp eğitiminde program geliştirme: kuram ve yaklaşımlar. Tıp Eğitimini Geliştirme Derneği VI. Ulusal Tıp Eğitimi Kongresi Özet Kitabı , 02-05 Haziran 2010.
  • Coderre S, Woloschuk W, McLaughlin K. Twelve tips for blueprinting. Medical Teacher 2009;31:322-4.
There are 18 citations in total.

Details

Primary Language Turkish
Journal Section Original Article
Authors

Mehmet Ali Gülpınar This is me

Publication Date April 1, 2011
Submission Date September 5, 2015
Published in Issue Year 2011 Volume: 30 Issue: 30

Cite

Vancouver Gülpınar MA. UZMANLIK EĞİTİM DÖNEM VE ÇERÇEVE EĞİTİM PROGRAMI GELİŞTİRME REHBERİ. TED. 2011;30(30):29-5.