PROFESSIONALISM IN TURKISH MEDICAL FACULTIES

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PROFESSIONALISMIN TURKISH MEDICAL FACULTIES

• M.Elçin, 0.0dabasi, I.Sayek, N.Kiper
• Hacettepe University, Faculty of Medicine
• Department of Medical Education and Informatics

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Introduction

• Professionalism and professional development are
  priorities in medical education at all levels.
• The graduates of medical schools should be
  altruistic, knowledgeable, skillful and dutiful
  (AAMC-MSOP, 1998).
• Six elements of professionalism altruism,
  accountability, excellence, duty, honor or
  integrity, and respect for others (American Board
  of Internal Medicine, 1999).

WEAR, D. CASTELLANI, B (2000) The development
of Professionalism Curriculum Matters, Academic
Medicine, 75 (6), pp. 602-611
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Introduction

• In spite of its perceived importance, until
  recently it has not been actively taught or
  reliably assessed.
• It is clear that the teaching of professional
  behaviour is not a substantial component of the
  written curriculum, and it is difficult to assess
  its impact and quality in the hidden curriculum.

SWICK, H.M., SZENAS, P., DANOFF, D. WHITCOMB,
M.E. (1999) Teaching professionalism in
undergraduate medical education, Journal of the
American Medical Education, 282, pp. 830-832
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Introduction

• National Core Curriculum, accepted in 2003.
• A list of symptoms, diseases and conditions
  categorized in knowledge, skill and attitude
  domains.

• Knowledge, 407 topics
• Skills, 162 topics
• Attitudes, 27 topics

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Aim

• The aim of this study is
• to document the current programs
• in Turkish Medical Faculties

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Method

• A questionnaire was sent to 43 medical faculties.
• There were two parts in the questionnaire.
• Educatonal programs were surveyed in the first
  part.
• 26 of skills and attitudes were chosen from the
  National Core Curriculum.
• Coverage of them were evaluated in the second
  part.

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Results

• 27 of the medical faculties (62,8) sent back the
  questionnaire.
• 2 of them havent had students and couldnt
  complete the questionnaire.
• 25 of the medical faculties (58.1) completed the
  first part.
• 12 of them (27.9) completed the second part.

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Results

• In 16 of the faculties (64 ), there were
  curricular activities related to professionalism.
  
• Educational methods used in the curricula
• Skills training 56 (n 14)
• Apprenticeship 56 (n 14)
• Lectures 48 (n 12)
• Small group activities 48 (n 12)
• White coat ceremonies only in four faculties

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Results

• 40 of the faculties (n10) have written
  learning goals
• 32 of them (n8) have the guides for the
  activities.

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Results

• Attributes of professionalism developed in the
  faculties
• Adhering to ethical and moral standarts (44)
• Empathy and honesty (24 )
• Responding to social needs (20 )

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Results

• Teaching and assessment methods
• History Taking
• Small Group (8), Lectures (6), Skills training
  (6)
• Oral exam (8), Written exam (4)
• Effective communication with patients
• Small Group (8), Lectures (4)
• Oral exam (3), Written exam (3)
• Giving relevant information
• Small Group (9), Lectures (3)
• Oral exam (4), Written exam (4)

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Results

• Teaching and assessment methods (contd)
• Informed consent
• Lectures (7),Small Group (6)
• Written exam (5), Oral exam (3)
• Empathy
• Lectures (7), Small Group (3)
• Written exam (6), Oral exam (3)
• Honor and Integrity
• Lectures (6), Small Group (3)
• Written exam (4), Oral exam (1)

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Conclusion

• Teaching professional behaviour has not yet been
  implemented in the medical curricula in Turkey.
• The medical curricula have not been redesigned to
  cover the National Core Curriculum.
• The current programs do not use relevant teaching
  and assessment methods.

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Conclusion

• New programs, courses or at least some sessions
  should be planned in the curricula to emphasize
  the professionalism.
• The activities should be designed to observe and
  evaluate the behaviour and attitudes of the
  students.
• Such activities will enhance the quality of both
  doctors and health care.

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• thanks