Hacettepe Üniversitesi’nde Tıpta Uzmanlık Öğrencilerinin Klinik Eğitim Ortamlarına İlişkin Algılarının Değerlendirilmesi

Yıl 2020, Cilt: 29 Sayı: 1, 44 - 53, 26.02.2020

Sevim Bürge Çiftçi Atılgan Gülşen Taşdelen Teker Barış Sezer Metin Yeşiltepe Orhan Odabaşı

https://doi.org/10.17942/sted.617927

Cited By: 1

Öz

Özet

Giriş: Eğitim süreçlerinin
neredeyse tamamını hastaneden geçiren tıpta uzmanlık öğrencileri için eğitim
ortamlarının öğrenmeye çok büyük katkısı vardır. İyi bir eğitim ortamında, hizmet
sunumu için yapılan hasta odaklı tıbbi uygulamalar da eğitim fırsatına dönüşebilir.

Amaç: Bu araştırmada Hacettepe
Üniversitesi’nde mezuniyet sonrası tıpta uzmanlık eğitimi alan araştırma
görevlilerinin içinde bulundukları kinik eğitim ortamı ile ilgili algıları ve
bu algıların çeşitli değişkenlerle ilişkisinin ortaya koyulması
amaçlanmıştır. 

Gereç-Yöntem: Hacetepe
Üniversitesi cerrahi ve dahili bilimler araştırma görevlileri çalışmaya dahil
edilmiştir. Katılımcıların demografik bilgilerinin alınmasının yanısıra Mezuniyet
Sonrası Hastane Eğitim Ortamı Ölçeği–MSHEOÖ uygulanmıştır. Ölçek puanlarının
bazı değişkenlerle ilişkisi incelenmiştir.

Bulgular: Çalışmamıza 28 klinik anabilim
dalından 212 kişi katılmıştır. Araştırma görevlilerinin neredeyse yarısı,
alanda edindikleri bilgiyi kıdemli araştırma görevlilerinden edindiğini
belirtmiştir. Kıdemin, çalışılan branşın, hizmet yoğunluğunun klinik eğitim
ortamı algısında etkisi olduğu izlenmiştir.

Sonuç: Klinik eğitim ortamları
iyi hekimler yetiştirmede oldukça değerlidir. Hangi faktörlerin klinik eğitim ortamı algısına etkisi olduğunu
ortaya çıkaracak çalışmalar yapılmalıdır. Eğitim ortamları düzenlenirken araştırma
görevlilerinin çalışma şartları, akademik beklentileri, psikososyal gereksinimler
gibi konular da gözönünde bulundurulmalı, sunulan hasta hizmeti eğitim
fırsatına dönüştürülmelidir.

Introduction: For residents who spend almost
all of their education in hospital, educational environments have a great
contribution to learning. In a positive educational atmosphere, patient centered
medical practices can become service learning opportunities.

Objective: In this study, it was aimed
to reveal the perceptions of the residents at Hacettepe University about their clinical
education environment and relationship with various variables.

Materials and Methods: Surgical and
internal sciences residents were included in the study. The demographic
information questionnaire and Postgraduate Hospital Educational Environment
Measure (PHEEM) questionnaire were used as data collection instruments. The
relationship between the PHEEM scores and some variables was analyzed.

Results: 212 participants from 28
clinical departments participated in the study. Almost half of the residents stated
that they have learned clinical knowledge from senior residents. Seniority, clinical
department and patient service load are some factors that have an impact in the
perception of educational environment.

Conclusion: Clinical education
environments are valuable in educating qualified physicians. Studies should be
conducted to determine which factors influence the perception of clinical
educational environment. While organizing educational environments, issues such
as working conditions, academic expectations and psychosocial needs of research
assistants should be taken into consideration and the service provided should
be transformed into educational opportunities.

Anahtar Kelimeler

Mezuniyet sonrası eğitim, klinik eğitim ortamı, araştırma görevlileri görüşleri

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