Acıbadem University, School of Medicine, ‘clinical Medicine and Professional Skills' Program: Qualitative Evaluation of Medical Professionalism Outcomes
Abstract
Purpose: Changing healthcare needs of the modern society in epidemiological transition created the necessity to embed the professionalism context into medical education.Undergraduate medical education programs now adopt new approaches including different educational strategies, teaching and learning techniques as well as redefined competence areas for medical professionalism; for example, communicational skills, attitudinal and ethical issues, teamwork, evidence based practice, early exposure to clinical and ethical reasoning, preparation for practice can be mentioned. These new trends in medical education are believed to benefit good medical practice and a person centered approach of future medical professionals, thus increasing quality of care. At Acıbadem University School of Medicine the medical education curriculum is structured according to the new perspectives of medical education principles and a new pre-clinical professionality program which is called Clinical Medicine and Professional Skills CMPS . The CMPS program is providing the students a broad understanding of professionalism, ethics, communication and clinical skills, and some basic procedural skills before attending the clerkship years. At the end of the 2011-2012 academic year, the first three years of the CMPS program were completed and the students passed to the second phase clerkship period . This study aims to describe the perception of students and teachers at ACUMS about professionalism outcomes of the program
References
- Dent, J. A., & Harden, R. M. A practical guide for medical teachers. In J.A. Dent & R.M. Harden (Eds.), New horizons in medical education 2009; pp 3-9. London, Elsevier.
- Epstein, R., M., Hundert, E., M. Defining and Assessing Professional Competence. JAMA 2002; 287:226-235.
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- Acıbadem University School of Medicine, Integrated Approach to Basic Sciences and Clinical Medicine, 2011-2012 Curriculum Book for Year 1, 2 & 3.
- Creswell, J.W. Research Design. In J.W. Creswell (Ed.). Mixed Method Procedures 2009; pp. 203-225. USA, Sage.
- Wagner, P., Hendrich, J., Moseley, G., Hudson, V. Defining medical professionalism: a qualitative study. Medical Education 2007; 41: 288-294.
- Maguire, P., Pitceathly, C. Key communication skills and how to acquire them. BMJ 2002; 325:697-700.
- Hilton, S., Slotnick, H.B. Proto-Professionalism: how professionalization occurs acrossthe continuum of medical education. Medical Education 2005; 39:265–279
- Cruess, R.L., Cruess, S.R. Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level. In R.L., Cruess, S.R., Cruess, and Y., Steinert (Eds.). Teaching Medical Professionalism. 2009; pp 73-107). New York, Cambridge University Press.
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- Christianson, CE, McBride, RB, Vari RC, Olson L, Wilson HD. From Traditional to Patient-Centered Learning: Curriculum Change as an Intervention for Changing Institutional Culture and Promoting Education. Academic Medicine 2007; 82:1079-1088 Undergraduate Medical
- Leinster S. A practical guide for medical teachers. In J.A. Dent & R.M. Harden (Eds.). The undergraduate curriculum 2009; pp:17-22. London, Elsevier.
- Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students’ perceptions of teaching. BMJ 2004; 329:770-773.
- Jones, W.S., Hanson, J.L., Longacre, J.L. An Intentional Modeling Process to Teach Professional Behavior: Students’ Clinical Observations of Preceptors. Teach Learn Med 2004; 16:264-269
- Netterstrom, I., Kayser L. Learning to be a Doctor While Learning Anatomy . Anat Sci Ed 2008; 1:154–158.
ACIBADEM ÜNİVERSİTESİ TIP FAKÜLTESİ, ‘KLİNİK VE MESLEKİ BECERİ EĞİTİMİ’ PROGRAMININ PROFESYONELLİĞE YÖNELİK ÇIKTILAR AÇISINDAN DEĞERLENDİRİLMESİ
Abstract
Amaç: Epidemiyolojik açıdan bakıldığında yaşlılık oranı gideren artan toplumlarda sağlık sisteminde oluşan değişiklik ihtiyacı beraberinde mesleki profesyonellik kavramının da tıp eğitimine eklenmesi gerekliliğini getirmiştir. Günümüzde okutulan lisans düzeyindeki tıp eğitimi programları; farklı eğitim stratejileri, öğretme ve öğrenme tekniklerini benimsemenin yanı sıra; iletişim becerileri, tutum ve etik değerler, ekip çalışması, kanıta dayalı tıp eğitimi, klinik ve etik yargılama, beceri eğitim gibi yeterlik alanlarını tekrar tanımlamaktadır. Acıbadem Üniversitesi Tıp Fakültesi’nde okutulmakta olan ders programı, tıp eğitimi ilkelerine getirilmiş olan yeni perspektifler ışığında yapılandırılmış ve “Klinik ve Mesleki Beceriler” adıyla yeni bir klinik öncesi profesyonellik programı eğitime eklenmiştir. Bu program öğrencilere, klinik stajlarına başlamadan önce profesyonelliğin, etik değerlerin, iletişim ve klinik becerilerin kazandırılması konusunda geniş bir bakış açısı ve anlayış sağlamaktadır. 2011-2012 akademik yılının sonunda Klinik ve Mesleki Beceriler Programı, ilk üç yılını tamamlamış ve öğrenciler eğitimlerinin ikinci dönemi olan klinik stajlarına başlamışlardır. Kalitatif yöntemle ve yüz yüze bire bir görüşmeler ile yapılmış olan bu çalışma, Acıbadem Üniversitesi Tıp Fakültesi öğrenci ve öğretim üyelerinin bu programın profesyonellik sonuçları hakkındaki algılarını tanımlamayı amaçlamaktadır.Sonuç: Çalışmanın sonuçları göstermiştir ki, lisans düzeyi tıp eğitimi esnasında erken dönemde verilen profesyonellik eğitimi, öğrenciler üzerinde yüksek düzeyde farkındalık yaratmaktadır. Öğrencilerin tıp eğitimi programlarının klinik kısmında hem eğitim aldıkları hastanelerin altyapıları hem de klinik ders anlatan hocalarının “iyi bir rol model ve hoca olmaları” konusundaki beklentileri de oldukça yüksektir
References
- Dent, J. A., & Harden, R. M. A practical guide for medical teachers. In J.A. Dent & R.M. Harden (Eds.), New horizons in medical education 2009; pp 3-9. London, Elsevier.
- Epstein, R., M., Hundert, E., M. Defining and Assessing Professional Competence. JAMA 2002; 287:226-235.
- Lesser, C. S. R., Lucey, C.R., Egener, B., Braddock III, C. H., Linas, S.L., Levinson, W. A Behavioral and Systems View of Professionalism. JAMA 2010 ; 304: 24, 2732-2737
- Mook W.N., Grave W.S., Luijk S.J., O’Sullivan H., Wass V., Schuwirth L.W., Vleuten C.P. Training and learning professionalism in the medical school curriculum: current considerations. European Journal of Internal Medicine 2009; 20:96-100
- Hilton, S., Southgate, L. Professionalism in medical education. Teaching and Teacher Education 2007; 23:265-279
- Jackson, M.B., Keen, M., Wenrich, M.D., Schaad, D.C., Robins, L., Goldstein, E.A. Impact of a Pre-Clinical Clinical Skills Curriculum on Student Performance in Third-Year Clerkships. J Gen Intern Med 2009; 24:929-933
- Sarikaya, O., Civaner, M., Kalaca, S. The anxieties of medical students related to clinical training . Int J Clin Pract 2006; 60:1414–1418
- Mook, W.N.K.A, Luijk, S.J., Grave, W., O’Sullivan H, Wass V., Schuwirth, L.,W., Vleuten, C.,P., M. Teaching and learning professional behavior in practice. European Journal of Internal Medicine 2009; 20:105–111.
- Godefrooij, M.B., Diemers, A.D., Scherpbier, A. JJA. 2010 Students’ Perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study. BMC Medical Education 2010; 10:1-9
- Acıbadem University School of Medicine, Integrated Approach to Basic Sciences and Clinical Medicine, 2011-2012 Curriculum Book for Year 1, 2 & 3.
- Creswell, J.W. Research Design. In J.W. Creswell (Ed.). Mixed Method Procedures 2009; pp. 203-225. USA, Sage.
- Wagner, P., Hendrich, J., Moseley, G., Hudson, V. Defining medical professionalism: a qualitative study. Medical Education 2007; 41: 288-294.
- Maguire, P., Pitceathly, C. Key communication skills and how to acquire them. BMJ 2002; 325:697-700.
- Hilton, S., Slotnick, H.B. Proto-Professionalism: how professionalization occurs acrossthe continuum of medical education. Medical Education 2005; 39:265–279
- Cruess, R.L., Cruess, S.R. Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level. In R.L., Cruess, S.R., Cruess, and Y., Steinert (Eds.). Teaching Medical Professionalism. 2009; pp 73-107). New York, Cambridge University Press.
- IOM, Institute of Medicine. Crossing the quality chasm: a new health system for the 21st Academies Press; 2001.
- Christianson, CE, McBride, RB, Vari RC, Olson L, Wilson HD. From Traditional to Patient-Centered Learning: Curriculum Change as an Intervention for Changing Institutional Culture and Promoting Education. Academic Medicine 2007; 82:1079-1088 Undergraduate Medical
- Leinster S. A practical guide for medical teachers. In J.A. Dent & R.M. Harden (Eds.). The undergraduate curriculum 2009; pp:17-22. London, Elsevier.
- Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students’ perceptions of teaching. BMJ 2004; 329:770-773.
- Jones, W.S., Hanson, J.L., Longacre, J.L. An Intentional Modeling Process to Teach Professional Behavior: Students’ Clinical Observations of Preceptors. Teach Learn Med 2004; 16:264-269
- Netterstrom, I., Kayser L. Learning to be a Doctor While Learning Anatomy . Anat Sci Ed 2008; 1:154–158.
Details
| Primary Language | English |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | December 1, 2013 |
| Published in Issue | Year 2013Issue: 4 |