Research Article
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Year 2023, Volume: 6 Issue: 3, 111 - 121, 31.12.2023
https://doi.org/10.56150/tjhsl.1321599

Abstract

References

  • TEPDAD. Tıp Eğitimi Programlarını Değerlendirme Ve Akreditasyon Derneği Mezuniyet Öncesi Tıp Eğitimi Programı Öz Değerlendirme Raporu Hazırlama Kılavuzu Sürüm 4. 2018 [Internet]. 2018 [cited 2019 Jan 3]. Available from: www.tepdad.org.tr
  • Norcini JJ, Mckinley DW. Assessment methods in medical education. Teach Teach Educ [Internet]. 2007 [cited 2019 Jan 15];23:239–50. Available from: www.elsevier.com/locate/tate
  • Musick DW. A conceptual model for program evaluation in graduate medical education. Acad Med. 2006;81(8):759–65.
  • Kirkpatrick DL. Evaluating training programs : the four levels [Internet]. First edition. San Francisco : Berrett-Koehler ; Emeryville, CA : Publishers Group West [distributor], [1994] ©1994; Available from: https://search.library.wisc.edu/catalog/999764622302121
  • Sarmasoğlu Ş, Dinç L, Elçin M. Nursing students’ opinions about the standardized patients and part task trainers used in the clinical skills training. Hemşirelikte Eğitim ve Araştırma Derg. 2016;13(2):107–15.
  • Harden RM, Crosby JR, Davis MH, Fuller T. AMEE Guide No . 14 : Outcome-based education : Part 1Ð An introduction to outcome-based education. 1999;21(1).
  • Ben-David Friedman M. AMEE Guide No. 14: Outcome-based education: Part 3-Assessment in outcome-based education. Med Teach [Internet]. 1999 Jan 1;21(1):23–5. Available from: https://doi.org/10.1080/01421599979987
  • Harden RM. Developments in outcome-based education. Med Teach. 2002;24(2):117–20.
  • The Royal College. The CanMEDS framework [Internet]. 1990. Available from: https://www.royalcollege.ca/rcsite/canmeds/canmeds-framework-e
  • Süleyman Demirel Üniversitesi Tıp Fakültesi. Süleyman Demirel Üniversitesi Tıp Fakültesi İnternet Sayfası [Internet]. 2023. Available from: https://tip.sdu.edu.tr/tr/genel-bilgiler/vizyonmisyon-374s.html
  • Dharamsi S, Richards M, Louie D, Murray D, Berland A, Whitfield M, et al. Enhancing medical students’ conceptions of the CanMEDS Health Advocate Role through international service-learning and critical reflection: A phenomenological study. Med Teach [Internet]. 2010 Dec 1;32(12):977–82. Available from: https://doi.org/10.3109/01421590903394579
  • Khoshgoftar Z, Barkhordari-Sharifabad M. Medical students’ reflective capacity and its role in their critical thinking disposition. BMC Med Educ [Internet]. 2023;23(1):198. Available from: https://doi.org/10.1186/s12909-023-04163-x
  • Martin C. Perspective: To What End Communication? Developing a Conceptual Framework for Communication in Medical Education. Acad Med [Internet]. 2011;86(12). Available from: https://journals.lww.com/academicmedicine/Fulltext/2011/12000/Perspective__To_What_End_Communication__Developing.24.aspx
  • Marzo RR. Role of medical education in cultivating lifelong learning skills for future doctors. Educ Med J. 2018;10(3).
  • Murdoch‐Eaton D, Whittle S. Generic skills in medical education: developing the tools for successful lifelong learning. Med Educ. 2012;46(1):120–8.
  • Berkhout JJ, Helmich E, Teunissen PW, van der Vleuten CPM, Jaarsma ADC. Context matters when striving to promote active and lifelong learning in medical education. Med Educ. 2018;52(1):34–44.
  • Gregory S. Medical education and training. Med Manag A Pract Guid. 2012;199.
  • Kolcu G, Başer Kolcu Mİ. Eğitici Gelişimi Programının Önem - Performans Analizi ile Değerlendirilmesi Evaluation of Trainer Development Program with Importance-Performance Analysis. Internatıonal J Interdıscıplınary Interactıon Heal Scıences. 2022;1(1):27–34.
  • Kolcu G, Vatansever K, Beyazıt Üçgün A, Başer A, Kişioğlu AN. Evaluation Of Sdutf Faculty Members’ Views About Poblem Based Learing (SDÜTF Öğretim Üyelerinin Pobleme Dayalı Öğrenme Konusundaki Görüşlerinin Değerlendirilmesi). Süleyman Demirel Üniversitesi Tıp Fakültesi Derg Derg. 2019;26(1):8–15.
  • Kolcu G, Öngel K. Süleyman Demirel Üniversitesi Tıp Fakültesi Yaz Gözlem Ziyaretinin Değerlendirilmesi Evaluatio n of the Summer Observation Visit of Süleyman Demirel University Faculty of Medicine. 2018;38–43.
  • Kolcu G, Önal Ö, Öngel K. Smyrna Tıp Dergisi Araştırma Makalesi Süleyman Demirel Üniversitesi Tıp Fakültesi 2017 -2018 Mezunlarının Mezuniyet Öncesi Tıp Eğitimi Programına İlişkin Görüşlerinin Değerlendirilmesi Evaluation of the Views of Graduates of Suleyman Demirel University Fa. 2018;35–9.
  • Kolcu G, Başer Kolcu Mİ, Demir S, Gülle K. The Evaluation of learning management system in medical education in time of COVID-19: Evaluation of Learning Management System. Prog Nutr [Internet]. 2020 Sep 25;22(2-S SE-Original articles):e2020005. Available from: https://mattioli1885journals.com/index.php/progressinnutrition/article/view/10443
  • MÖTE 2020 Standartları. TEPDAD; 2020. p. 17.
  • Stutsky BJ, Singer M, Renaud R. Determining the weighting and relative importance of CanMEDS roles and competencies. BMC Res Notes [Internet]. 2012;5(1):354. Available from: https://doi.org/10.1186/1756-0500-5-354
  • Kolcu G, Önal Ö, Ongel K. Evaluation of the Views of Graduates of Suleyman Demirel University Faculty of Medicine 2017-2018 on Pre-graduation Medical Education Program. 2018 Dec 30;8:35–9.

Graduate Roles in Medical Education

Year 2023, Volume: 6 Issue: 3, 111 - 121, 31.12.2023
https://doi.org/10.56150/tjhsl.1321599

Abstract

Aim: The aim of this study is to score the level of competence expected from medical graduates based on their education.
Methods: We designed the study as a cross-sectional descriptor in a quantitative research design and preferred to reach out Süleyman Demirel University medical faculty students (n:471). As the dependent variable of the study, students were asked to rate the education they have received so far between 1 and 10 in general. Süleyman Demirel University medical faculty graduates were asked to rate the importance they attach to the expected roles and their performance in the role-related training program between 1 and 5 points.
Results: The satisfaction score of all students with education was calculated as 6,51±1,83 and it is observed that there is a statistically significant difference between 1st year and 4th-5th years, and the difference between 4th-5th and 6th years (p<0.001). In both importance and performance scoring of the students, score for the role of specialist in the field of medicine was the highest 4,34±0,97 and 3,85±1,10 respectively and on the other hand score for the manager/leader role was the lowest 3,96±1,09 and 3,42±1,31 respectively.
Conclusion: Making measurements in different areas with different approaches in the evaluations makes it easier to make a general decision about the education program. Based on the findings of our study, we can prioritize specific areas for development, such as curriculum design, instructional methods, student support services, or industry partnerships. Engaging in comprehensive studies allows us to explore innovative approaches, incorporate best practices from similar programs, and address the evolving needs of students and the programs.

References

  • TEPDAD. Tıp Eğitimi Programlarını Değerlendirme Ve Akreditasyon Derneği Mezuniyet Öncesi Tıp Eğitimi Programı Öz Değerlendirme Raporu Hazırlama Kılavuzu Sürüm 4. 2018 [Internet]. 2018 [cited 2019 Jan 3]. Available from: www.tepdad.org.tr
  • Norcini JJ, Mckinley DW. Assessment methods in medical education. Teach Teach Educ [Internet]. 2007 [cited 2019 Jan 15];23:239–50. Available from: www.elsevier.com/locate/tate
  • Musick DW. A conceptual model for program evaluation in graduate medical education. Acad Med. 2006;81(8):759–65.
  • Kirkpatrick DL. Evaluating training programs : the four levels [Internet]. First edition. San Francisco : Berrett-Koehler ; Emeryville, CA : Publishers Group West [distributor], [1994] ©1994; Available from: https://search.library.wisc.edu/catalog/999764622302121
  • Sarmasoğlu Ş, Dinç L, Elçin M. Nursing students’ opinions about the standardized patients and part task trainers used in the clinical skills training. Hemşirelikte Eğitim ve Araştırma Derg. 2016;13(2):107–15.
  • Harden RM, Crosby JR, Davis MH, Fuller T. AMEE Guide No . 14 : Outcome-based education : Part 1Ð An introduction to outcome-based education. 1999;21(1).
  • Ben-David Friedman M. AMEE Guide No. 14: Outcome-based education: Part 3-Assessment in outcome-based education. Med Teach [Internet]. 1999 Jan 1;21(1):23–5. Available from: https://doi.org/10.1080/01421599979987
  • Harden RM. Developments in outcome-based education. Med Teach. 2002;24(2):117–20.
  • The Royal College. The CanMEDS framework [Internet]. 1990. Available from: https://www.royalcollege.ca/rcsite/canmeds/canmeds-framework-e
  • Süleyman Demirel Üniversitesi Tıp Fakültesi. Süleyman Demirel Üniversitesi Tıp Fakültesi İnternet Sayfası [Internet]. 2023. Available from: https://tip.sdu.edu.tr/tr/genel-bilgiler/vizyonmisyon-374s.html
  • Dharamsi S, Richards M, Louie D, Murray D, Berland A, Whitfield M, et al. Enhancing medical students’ conceptions of the CanMEDS Health Advocate Role through international service-learning and critical reflection: A phenomenological study. Med Teach [Internet]. 2010 Dec 1;32(12):977–82. Available from: https://doi.org/10.3109/01421590903394579
  • Khoshgoftar Z, Barkhordari-Sharifabad M. Medical students’ reflective capacity and its role in their critical thinking disposition. BMC Med Educ [Internet]. 2023;23(1):198. Available from: https://doi.org/10.1186/s12909-023-04163-x
  • Martin C. Perspective: To What End Communication? Developing a Conceptual Framework for Communication in Medical Education. Acad Med [Internet]. 2011;86(12). Available from: https://journals.lww.com/academicmedicine/Fulltext/2011/12000/Perspective__To_What_End_Communication__Developing.24.aspx
  • Marzo RR. Role of medical education in cultivating lifelong learning skills for future doctors. Educ Med J. 2018;10(3).
  • Murdoch‐Eaton D, Whittle S. Generic skills in medical education: developing the tools for successful lifelong learning. Med Educ. 2012;46(1):120–8.
  • Berkhout JJ, Helmich E, Teunissen PW, van der Vleuten CPM, Jaarsma ADC. Context matters when striving to promote active and lifelong learning in medical education. Med Educ. 2018;52(1):34–44.
  • Gregory S. Medical education and training. Med Manag A Pract Guid. 2012;199.
  • Kolcu G, Başer Kolcu Mİ. Eğitici Gelişimi Programının Önem - Performans Analizi ile Değerlendirilmesi Evaluation of Trainer Development Program with Importance-Performance Analysis. Internatıonal J Interdıscıplınary Interactıon Heal Scıences. 2022;1(1):27–34.
  • Kolcu G, Vatansever K, Beyazıt Üçgün A, Başer A, Kişioğlu AN. Evaluation Of Sdutf Faculty Members’ Views About Poblem Based Learing (SDÜTF Öğretim Üyelerinin Pobleme Dayalı Öğrenme Konusundaki Görüşlerinin Değerlendirilmesi). Süleyman Demirel Üniversitesi Tıp Fakültesi Derg Derg. 2019;26(1):8–15.
  • Kolcu G, Öngel K. Süleyman Demirel Üniversitesi Tıp Fakültesi Yaz Gözlem Ziyaretinin Değerlendirilmesi Evaluatio n of the Summer Observation Visit of Süleyman Demirel University Faculty of Medicine. 2018;38–43.
  • Kolcu G, Önal Ö, Öngel K. Smyrna Tıp Dergisi Araştırma Makalesi Süleyman Demirel Üniversitesi Tıp Fakültesi 2017 -2018 Mezunlarının Mezuniyet Öncesi Tıp Eğitimi Programına İlişkin Görüşlerinin Değerlendirilmesi Evaluation of the Views of Graduates of Suleyman Demirel University Fa. 2018;35–9.
  • Kolcu G, Başer Kolcu Mİ, Demir S, Gülle K. The Evaluation of learning management system in medical education in time of COVID-19: Evaluation of Learning Management System. Prog Nutr [Internet]. 2020 Sep 25;22(2-S SE-Original articles):e2020005. Available from: https://mattioli1885journals.com/index.php/progressinnutrition/article/view/10443
  • MÖTE 2020 Standartları. TEPDAD; 2020. p. 17.
  • Stutsky BJ, Singer M, Renaud R. Determining the weighting and relative importance of CanMEDS roles and competencies. BMC Res Notes [Internet]. 2012;5(1):354. Available from: https://doi.org/10.1186/1756-0500-5-354
  • Kolcu G, Önal Ö, Ongel K. Evaluation of the Views of Graduates of Suleyman Demirel University Faculty of Medicine 2017-2018 on Pre-graduation Medical Education Program. 2018 Dec 30;8:35–9.
There are 25 citations in total.

Details

Primary Language English
Subjects Health Services and Systems (Other)
Journal Section Articles
Authors

Giray Kolcu 0000-0001-8406-5941

Mukadder İnci Başer Kolcu 0000-0002-2996-7632

Sebahat Ulusan 0000-0002-4964-6246

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 3

Cite

APA Kolcu, G., Başer Kolcu, M. İ., & Ulusan, S. (2023). Graduate Roles in Medical Education. Turkish Journal of Health Science and Life, 6(3), 111-121. https://doi.org/10.56150/tjhsl.1321599