Araştırma Makalesi
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Tıp Öğrencilerinin Meslek Hastalıklarına İlişkin Bilgi ve Tutumları

Yıl 2022, Cilt: 19 Sayı: 1, 195 - 204, 28.04.2022
https://doi.org/10.35440/hutfd.1074631

Öz

Amaç: Mesleki tehlikelere karşı işyerinde gerekli iş sağlığı ve güvenliği önlemlerinin alınması ve uygulanması ile meslek hastalıkları önlenebilmektedir. İşle ilgili hastalıkların tanınmaması ve yanlış yönetilmesi genellikle yetersiz tıp eğitimiyle bağlantılıdır. Tıp fakültesi öğrencilerinin mesleki tehlikelere maruz kalma konusundaki ve önleyici tedbirler hakkındaki farkındalıklarını, bilgilerini ve iş sağlığına yönelik tutumlarını araştırmayı amaçlamaktadır.
Materyal ve Metod: Kesitsel nitelikte olan bu çalışma, Mart 2021-Haziran 2021 tarihleri arasında tıp fakültesi öğrencileri arasında gerçekleştirilmiştir. Pandemi sürecinde online eğitim olması nedeniyle çalışmanın anketi, öğrencilere elektronik ortamda gönderildi.Verilerin analizi için SPSS v21.0 paket programı kullanıldı. İki bağımsız grubun karşılaştırılmasında kategorik değişkenler için Pearson ki-kare testi ve Fischer Exact Testi kullanıldı.
Bulgular: Çalışmamıza katılan 547 öğrencinin %56.7’si kadın, %43.3’ü erkek ve yaş median değeri 22(18-30) idi. Öğrencilerin %29.4’ü preklinik sınıf, %27.8’i 6. sınıf, %21.9’u 4. sınıf, %20.8’i 5. sınıfa devam etmekteydi.Tıp fakültesi öğrencileri, algıladıkları meslek hastalıkları hakkındaki bilgi düzeyini 5 puan üzerinden %12.2’si 1, %40’ı 2, %38.6’sı 3, %9.1’i 4 olarak tanımladılar ve sınıf düzeyi artması ile birlikte bilgi düzeyinin arttığı saptandı.
Sonuç: Bu çalışma, tıp fakültesi öğrencilerinin meslek hastalıkları hakkındaki bilgi düzeyinin orta düzeyde olduğunu ve daha fazla bilgi sahibi olmak için tıp fakültesi eğitimi boyunca meslek hastalıkları dersinin ayrıca verilmesi gerekli olduğunu göstermektedir.

Destekleyen Kurum

yok

Proje Numarası

yok

Kaynakça

  • 1. International Labour Organization(ILO). List of occupational diseases [revized 2010, cited 15 Sep 2021]. Available from: https://www.ilo.org/wcmsp5/groups/public/---ed_protect/---protrav/---safework/documents/publication/wcms_150323.pdf.
  • 2. International Labour Organization(ILO). Global trends on occupational accidents and diseases. 2015[cited 15 Sep 2021]. Available from: http://www.ilo.org/legacy/english/osh/en/story_content/external_files/fs_st_1 ILO_5_en.pdf.
  • 3. European Agency for Safety and Health at Work. 2009. Outlook 1 – New and emerging risks in occupational safety and health - Annexes (Luxembourg, Office for Official Publications of the European Communities). Available from: https://osha.europa.eu/en/publications/new-and-emerging-risks-occupational-safety-and-health/view.
  • 4. Baillargeon M, Maheux B, Gilbert A. The challenge of teaching occupational medicine to medical students: the Université de Montréal experience. J Occup Environ Med. 2011;53(11):1258-61.
  • 5. Russ P, Strümpell S, Carvalho D, Zander S, Smits P, Nowak D, et al. Compulsory teaching of occupational health: impact on attitude of medical students in Brazil and Germany. Int Arch Occup Environ Health. 2012;85(1):81-7.
  • 6. Blue AV, Chessman AW, Gilbert GE, Schuman SH, Mainous AG. Medical students' abilities to take an occupational history: use of the WHACS mnemonic. J Occup Environ Med. 2000;42(11):1050-3.
  • 7. Goldman RH, Rosenwasser S, Armstrong E. Incorporating an environmental/occupational medicine theme into the medical school curriculum. J Occup Environ Med. 1999;41(1):47-52.
  • 8. Yildiz AN, Bilir N, Camur D, Caman OK. Evaluation of occupational health teaching sessions for final year medical students. Saf Health Work. 2012;3(2):123-9.
  • 9. Bulat P. Occupational medicine in the basic curricu¬lum. TBV. 2008;16(10):432-6.
  • 10. Frazier LM, Berberich NJ, Moser R Jr, Cromer JW Jr, Hitchcock MA, Monteiro FM, et al. Developing occupational and environmental medicine curricula for primary care residents: project EPOCH-Envi. Educating Physicians in Occupational Health and the Environment. J Occup Environ Med. 1999;41(8):706-11.
  • 11. Yildiz AN, Caman OK. Occupational health education in public health departmants of medical faculties; Proceedings of XIX World Congress on Safety and Health at Work; 2011 Sep 11-15; Istanbul, Turkey. Istanbul: International Organizing Committee; 2011. 416 pp.
  • 12. Şimşek C. IMUD Bülten. 2019;1:7. Available from: http://imud.org.tr/userfiles/%C4%B0mud%20B%C3%BClten%20Birinci%20Say%C4%B1.pdf.
  • 13. Mandıracıoğlu A, Batı AH. Ege Üniversitesi tıp fakültesi 6. sınıf öğrencilerinin meslek hastalıkları eğitimi konusunda görüşlerinin değerlendirilmesi. Tıp Eğitimi Dünyası, 2006; 21(21): 22-26.
  • 14. Wynn PA, Aw TC, Williams NR, Harrington M. Teaching of occupational medicine to undergraduates in UK schools of medicine. Occupational Medicine. 2003;53(6):349-53.
  • 15. Cimrin AH, Sevinc C, Kundak I, Ellidokuz H, Itil O. Attitudes of medical faculty physicians about taking occupational history. Med Educ. 1999;33(6):466-7.
  • 16. Gözükara MG: Bir Üniversite Hastanesinde Çalışan Araştırma Görevlisi Hekimlerin Meslek Hastalıkları Hakkındaki Bilgi ve Tutumlarının İncelenmesi. Uzmanlık Tezi, Ankara: Gazi Üniversitesi Tıp Fakültesi Halk Sağlığı Anabilim Dalı, 2020.
  • 17. Üzmezoğlu B, Ocaktan ME, Sarı G, Çalışkan D. Awareness of Occupational Diseases in Training Internal Medicine: The Importance of Continuing Education. Cyprus J Med Sci 2019;4:5-13.
  • 18. International Labour Organization(ILO). “Workplace Stress: A Collective Challenge”. World Day For Safety And Health At Work, Geneva; 2016[cited 18 Sep 2021]. Available from: https://www.ilo.org/wcmsp5/groups/public/---ed_protect/---protrav/---safework/documents/publication/wcms_466547.pdf.
  • 19. Burstein JM, Levy BS. The teaching of occupational health in US medical schools: little improvement in 9 years. Am J Public Health. 1994;84(5):846-9.
  • 20. Schenk M, Popp SM, Neale AV, Demers RY. Environmental medicine content in medical school curricula. Acad Med. 1996;71(5):499-501.
  • 21. Aşkar E: Sağlık çalışanlarında hepatit B ve hepatit C seroprevalansı. Uzmanlık Tezi, İstanbul: Şişli Etfal Eğitim ve Araştırma Hastanesi Enfeksiyon Hastalıkları ve Klinik Mikrobiyoloji Kliniği, 2006.
  • 22. Göçgeldi E, İstanbulluoğlu H, Türker T, Güleç M, Ceylan S, Koçak N. Tıp fakültesi öğrencilerinin mesleki maruziyetten kaynaklanan sağlık riskleri konusundaki bilgi düzeylerinin karşılaştırılması. Gülhane Tıp Dergisi. 2011; 53(3):195-204.
  • 23. Barratt R, Wyer M, Hor Sy et al. Medical interns’ reflections on their training in use of personal protective equipment. BMC Medical Education. 2020;20:328.
  • 24. World Health Organisation(WHO), Western Pacific Region, 2014. Hepatitis B Control Through Immunization: A Reference Guide[Cited 20 Sep 2021]. Available from: https://www.who.int/immunization/sage/meetings/2015/october/8_WPRO_Hepatitis_B_Prevention_Through_Immunization_Regional_Reference_Guide.pdf.
  • 25. Faure E, Cortot C, Gosset D, Cordonnier A, Deruelle P, Guery B. Vaccinal status of healthcare students in Lille. Med Mal Infect. 2013;43(3):114-7.
  • 26. Wicker S, Rabenau HF, von Gierke L, François G, Hambach R, De Schryver A. Hepatitis B and influenza vaccines: important occupational vaccines differently perceived among medical students. Vaccine. 2013;31(44):5111-7.
  • 27. Nair SS, Hanumantappa R, Hiremath SG, Siraj MA, Raghunath P. Knowledge, Attitude, and Practice of Hand Hygiene among Medical and Nursing Students at a Tertiary Health Care Centre in Raichur, India. ISRN Prev Med. 2014;2014:608927.

Knowledge and Attitudes of Medical Students towards Occupational Diseases

Yıl 2022, Cilt: 19 Sayı: 1, 195 - 204, 28.04.2022
https://doi.org/10.35440/hutfd.1074631

Öz

Background: Occupational diseases can be prevented by implementing the appropriate occupational health and safety measures against occupational hazards in the workplace. Unfamiliarity with and mis-management of occupational diseases by physicians is often linked to inadequate medical training. This study aims to investigate medical students' awareness of, knowledge and attitudes towards oc-cupational health, exposure to occupational hazards, and preventive measures.
Materials and Methods: This cross-sectional study was conducted with medical students between March and June 2021. Due to the introduction of online education during the COVID-19 pandemic, the questionnaire was sent to the students in the electronic medium. The data analysis was performed with SPSS (version 21). Pearson chi-square test and Fisher's exact test were used for the comparison of the categorical variables for two independent groups.
Results: Of the 547 medical students who participated in the study, 56.7% (n= 310) were female, and 43.3% (n=257) were male. The median age was 22 (18-30) years. Of the students, 29.4% (n=161) were attending the preclinical classes, 27.8% (n=152) were 6th-year, 21.9% (n=120) were 4th-year, and 20.8% (n=114) were 5th-year. Of the participants, 12.2% (n=67) scored their level of knowledge about the perceived occupational diseases 1 out of 5, 40% (n=219) scored 2 out of 5, 38.6% (n=211) scored 3 out of 5, 9.1% (n=50) scored 4 out of 5. It was found that the level of knowledge increased with the class level.
Conclusions: This study showed that the medical students' knowledge about occupational diseases is at a moderate level, and it is essential to offer a dedicated course on occupational diseases during medical training in order to increase their knowledge about these diseases.

Proje Numarası

yok

Kaynakça

  • 1. International Labour Organization(ILO). List of occupational diseases [revized 2010, cited 15 Sep 2021]. Available from: https://www.ilo.org/wcmsp5/groups/public/---ed_protect/---protrav/---safework/documents/publication/wcms_150323.pdf.
  • 2. International Labour Organization(ILO). Global trends on occupational accidents and diseases. 2015[cited 15 Sep 2021]. Available from: http://www.ilo.org/legacy/english/osh/en/story_content/external_files/fs_st_1 ILO_5_en.pdf.
  • 3. European Agency for Safety and Health at Work. 2009. Outlook 1 – New and emerging risks in occupational safety and health - Annexes (Luxembourg, Office for Official Publications of the European Communities). Available from: https://osha.europa.eu/en/publications/new-and-emerging-risks-occupational-safety-and-health/view.
  • 4. Baillargeon M, Maheux B, Gilbert A. The challenge of teaching occupational medicine to medical students: the Université de Montréal experience. J Occup Environ Med. 2011;53(11):1258-61.
  • 5. Russ P, Strümpell S, Carvalho D, Zander S, Smits P, Nowak D, et al. Compulsory teaching of occupational health: impact on attitude of medical students in Brazil and Germany. Int Arch Occup Environ Health. 2012;85(1):81-7.
  • 6. Blue AV, Chessman AW, Gilbert GE, Schuman SH, Mainous AG. Medical students' abilities to take an occupational history: use of the WHACS mnemonic. J Occup Environ Med. 2000;42(11):1050-3.
  • 7. Goldman RH, Rosenwasser S, Armstrong E. Incorporating an environmental/occupational medicine theme into the medical school curriculum. J Occup Environ Med. 1999;41(1):47-52.
  • 8. Yildiz AN, Bilir N, Camur D, Caman OK. Evaluation of occupational health teaching sessions for final year medical students. Saf Health Work. 2012;3(2):123-9.
  • 9. Bulat P. Occupational medicine in the basic curricu¬lum. TBV. 2008;16(10):432-6.
  • 10. Frazier LM, Berberich NJ, Moser R Jr, Cromer JW Jr, Hitchcock MA, Monteiro FM, et al. Developing occupational and environmental medicine curricula for primary care residents: project EPOCH-Envi. Educating Physicians in Occupational Health and the Environment. J Occup Environ Med. 1999;41(8):706-11.
  • 11. Yildiz AN, Caman OK. Occupational health education in public health departmants of medical faculties; Proceedings of XIX World Congress on Safety and Health at Work; 2011 Sep 11-15; Istanbul, Turkey. Istanbul: International Organizing Committee; 2011. 416 pp.
  • 12. Şimşek C. IMUD Bülten. 2019;1:7. Available from: http://imud.org.tr/userfiles/%C4%B0mud%20B%C3%BClten%20Birinci%20Say%C4%B1.pdf.
  • 13. Mandıracıoğlu A, Batı AH. Ege Üniversitesi tıp fakültesi 6. sınıf öğrencilerinin meslek hastalıkları eğitimi konusunda görüşlerinin değerlendirilmesi. Tıp Eğitimi Dünyası, 2006; 21(21): 22-26.
  • 14. Wynn PA, Aw TC, Williams NR, Harrington M. Teaching of occupational medicine to undergraduates in UK schools of medicine. Occupational Medicine. 2003;53(6):349-53.
  • 15. Cimrin AH, Sevinc C, Kundak I, Ellidokuz H, Itil O. Attitudes of medical faculty physicians about taking occupational history. Med Educ. 1999;33(6):466-7.
  • 16. Gözükara MG: Bir Üniversite Hastanesinde Çalışan Araştırma Görevlisi Hekimlerin Meslek Hastalıkları Hakkındaki Bilgi ve Tutumlarının İncelenmesi. Uzmanlık Tezi, Ankara: Gazi Üniversitesi Tıp Fakültesi Halk Sağlığı Anabilim Dalı, 2020.
  • 17. Üzmezoğlu B, Ocaktan ME, Sarı G, Çalışkan D. Awareness of Occupational Diseases in Training Internal Medicine: The Importance of Continuing Education. Cyprus J Med Sci 2019;4:5-13.
  • 18. International Labour Organization(ILO). “Workplace Stress: A Collective Challenge”. World Day For Safety And Health At Work, Geneva; 2016[cited 18 Sep 2021]. Available from: https://www.ilo.org/wcmsp5/groups/public/---ed_protect/---protrav/---safework/documents/publication/wcms_466547.pdf.
  • 19. Burstein JM, Levy BS. The teaching of occupational health in US medical schools: little improvement in 9 years. Am J Public Health. 1994;84(5):846-9.
  • 20. Schenk M, Popp SM, Neale AV, Demers RY. Environmental medicine content in medical school curricula. Acad Med. 1996;71(5):499-501.
  • 21. Aşkar E: Sağlık çalışanlarında hepatit B ve hepatit C seroprevalansı. Uzmanlık Tezi, İstanbul: Şişli Etfal Eğitim ve Araştırma Hastanesi Enfeksiyon Hastalıkları ve Klinik Mikrobiyoloji Kliniği, 2006.
  • 22. Göçgeldi E, İstanbulluoğlu H, Türker T, Güleç M, Ceylan S, Koçak N. Tıp fakültesi öğrencilerinin mesleki maruziyetten kaynaklanan sağlık riskleri konusundaki bilgi düzeylerinin karşılaştırılması. Gülhane Tıp Dergisi. 2011; 53(3):195-204.
  • 23. Barratt R, Wyer M, Hor Sy et al. Medical interns’ reflections on their training in use of personal protective equipment. BMC Medical Education. 2020;20:328.
  • 24. World Health Organisation(WHO), Western Pacific Region, 2014. Hepatitis B Control Through Immunization: A Reference Guide[Cited 20 Sep 2021]. Available from: https://www.who.int/immunization/sage/meetings/2015/october/8_WPRO_Hepatitis_B_Prevention_Through_Immunization_Regional_Reference_Guide.pdf.
  • 25. Faure E, Cortot C, Gosset D, Cordonnier A, Deruelle P, Guery B. Vaccinal status of healthcare students in Lille. Med Mal Infect. 2013;43(3):114-7.
  • 26. Wicker S, Rabenau HF, von Gierke L, François G, Hambach R, De Schryver A. Hepatitis B and influenza vaccines: important occupational vaccines differently perceived among medical students. Vaccine. 2013;31(44):5111-7.
  • 27. Nair SS, Hanumantappa R, Hiremath SG, Siraj MA, Raghunath P. Knowledge, Attitude, and Practice of Hand Hygiene among Medical and Nursing Students at a Tertiary Health Care Centre in Raichur, India. ISRN Prev Med. 2014;2014:608927.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Klinik Tıp Bilimleri
Bölüm Araştırma Makalesi
Yazarlar

Nejdiye Güngördü 0000-0002-4058-3154

Seher Kurtul 0000-0003-1287-4373

Proje Numarası yok
Yayımlanma Tarihi 28 Nisan 2022
Gönderilme Tarihi 16 Şubat 2022
Kabul Tarihi 21 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 19 Sayı: 1

Kaynak Göster

Vancouver Güngördü N, Kurtul S. Knowledge and Attitudes of Medical Students towards Occupational Diseases. Harran Üniversitesi Tıp Fakültesi Dergisi. 2022;19(1):195-204.

Harran Üniversitesi Tıp Fakültesi Dergisi  / Journal of Harran University Medical Faculty