Self-assessment of Family Physicians on Physiology Knowledge and Skills

Yıl 2021, Cilt: 2 Sayı: 4, 221 - 230, 03.01.2022

Faik Özdengül , Aysu Şen

Öz

It is important in clinical practice that physicians can base diagnosis, appropriate treatment planning and follow-up processes on physiological basis. The aim of the study is to examine the self-assessment results of family physicians working in Konya regarding their physiology knowledge and skill levels. An online questionnaire consisting of 23 questions was applied to 126 family physicians working in the province of Konya in order to evaluate their physiology knowledge and skill levels and the answers were evaluated. In results, a significant difference was found between the groups when the tendency of family physicians to start medical education voluntarily was compared according to the range of years of service (p=0.027). 81% of the participants stated that they wanted to receive additional training for electrocardiography (ECG), 79.4% for exercise prescribing, 65.9% for pulmonary function tests (PFT). The field in which the participants found themselves most competent in physiology was endocrine system physiology (69.1%), and the field they found least sufficient was nervous system physiology (31.6%). It may be beneficial to organize additional reinforcement trainings to improve physiology knowledge and skills of family physicians, in clinical decision-making processes. It has been revealed that they think that it can contribute to diagnosis, treatment and follow-up.

Anahtar Kelimeler

Family physicians, Physiology education, Medical education, Family medicine, Postgraduate medical education.

Kaynakça

• 1.Lilley PM, Harden RM. Standards and medical education. Med Teach [Internet]. 2003 Jan 1;25(4):349–51. Available from: https://doi.org/10.1080/01421590310001595581
• TURAN-ÖZDEMİR S. Tıp eğitimi ve standartlar. Uludağ Üniversitesi Tıp Fakültesi Derg. 2005;31(2):133–7.
• Leinster S. Standards in medical education in the European Union. Med Teach [Internet]. 2003 Jan 1;25(5):507–9. Available from: https://doi.org/10.1080/01421590310001608676
• Benli AR, Habibe İ, Cebecik A, et al. Türkiye’de Tıp Fakülteleri Temel Tıp Bilimlerinin Ders Saatleri ve Akademisyen Sayılarının Karşılaştırılması. Tıp Eğitimi Dünyası. 2018;17(51):13–20.
• Şahiner M, Yeğen B. Fizyoloji Eğitiminde Öğrenci Uygulamalarının Mevcut Durumunun İrdelenmesi ve İyileştirme Önerileri. Tıp Eğitimi Dünyası. 17(51):47–59.
• TENGİZ Fİ, BABAOĞLU AB. Tıp fakültesi son sınıf öğrencilerinin kariyer tercihleri ve bu tercihleri etkileyen faktörler. SDÜ Tıp Fakültesi Derg. 2020;27(1):67–78.
• Bakanlığı S. Sağlık İstatistikleri Yıllığı 2017 Haber Bülteni. Sağlık Araştırmaları Genel Müdürlüğü, Ankara. 2017;
• Widmaier EP, Raff H, Strang KT. Vander’s human physiology. Vol. 5. McGraw-Hill New York, NY; 2006.
• Finnerty EP, Chauvin S, Bonaminio G, et al. Flexner Revisited: The Role and Value of the Basic Sciences in Medical Education. Acad Med [Internet]. 2010;85(2). Available from: https://journals.lww.com/academicmedicine/Fulltext/2010/02000/Flexner_Revisited__The_Role_and_Value_of_the_Basic.39.aspx
• Joyner MJ. Why Physiology Matters in Medicine. Physiology [Internet]. 2011 Apr 1;26(2):72–5. Available from: https://doi.org/10.1152/physiol.00003.2011
• Woods NN, Neville AJ, Levinson AJ, et al. The Value of Basic Science in Clinical Diagnosis. Acad Med [Internet]. 2006;81(10). Available from: https://journals.lww.com/academicmedicine/Fulltext/2006/10001/The_Value_of_Basic_Science_in_Clinical_Diagnosis.31.aspx
• Europe WHORO for. Framework for professional and administrative development of general practice/family medicine in Europe [Internet]. Copenhagen : WHO Regional Office for Europe; Available from: https://apps.who.int/iris/handle/10665/108066
• Spencer AL, Brosenitsch T, Levine AS, et al. Back to the Basic Sciences: An Innovative Approach to Teaching Senior Medical Students How Best to Integrate Basic Science and Clinical Medicine. Acad Med [Internet]. 2008;83(7). Available from: https://journals.lww.com/academicmedicine/Fulltext/2008/07000/Back_to_the_Basic_Sciences__An_Innovative_Approach.12.aspx
• Yathish TR, Sudarshan CR, Sudhanva S. Perceptions of medical students and physicians about the role and scope of physiology. Natl J Physiol Pharm Pharmacol [Internet]. 2020;10(6).
• ÖZDEMİR ST. Tıp eğitimi ve yetişkin öğrenmesi. Uludağ Üniversitesi Tıp Fakültesi Derg. 2003;29(2):25–8.
• Reed S, Shell R, Kassis K, et al. Applying Adult Learning Practices in Medical Education. Curr Probl Pediatr Adolesc Health Care [Internet]. 2014;44(6):170–81. Available from: https://www.sciencedirect.com/science/article/pii/S1538544214000182
• Edwards S, Molina PE, McDonough KH, et al. Integrating an Interprofessional Education Experience Into a Human Physiology Course. J Physician Assist Educ [Internet]. 2017;28(3). Available from: https://journals.lww.com/jpae/Fulltext/2017/09000/Integrating_an_Interprofessional_Education.8.aspx
• Aktaş EÖ, Çakır G. Aile hekimlerinin, aile hekimliği uygulaması hakkındaki görüşleri: Bir anket çalışması. Ege Tıp Derg. 2012;51(1):21–9.
• Öztürk G, Çetin M, YILDIRAN N, et al. HEKİMLERDE TÜKENMİŞLİK VE İŞ DOYUMU DÜZEYLERİ. Anatol J Clin Investig. 2012;6(4).
• Canbaz S, AKER S, PEKŞEN Y. Tıp fakültesi son sınıf öğrencilerinin kaygı düzeyi ve etkileyen faktörler. Genel Tıp Derg. 2007;17(1):15–9.
• Williford HN, Barfield BR, Lazenby RB, et al. A survey of physicians’ attitudes and practices related to exercise promotion. Prev Med (Baltim) [Internet]. 1992;21(5):630–6. Available from: https://www.sciencedirect.com/science/article/pii/009174359290070X
• Windt J, Windt A, Davis J, et al. Can a 3-hour educational workshop and the provision of practical tools encourage family physicians to prescribe physical activity as medicine? A pre–post study. BMJ Open [Internet]. 2015 Jul 1;5(7):e007920. Available from: http://bmjopen.bmj.com/content/5/7/e007920.abstract