THE ROLE OF FAMILY PRACTICE IN UNDERGRADUATE MEDICAL EDUCATION - PowerPoint PPT Presentation

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THE ROLE OF FAMILY PRACTICE IN UNDERGRADUATE MEDICAL EDUCATION

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This year Family Practice Department at Trakya University has started lectures ... Heart auscultation. Experiences. Material. Quantity / 22. 17. Our Experiences ... – PowerPoint PPT presentation

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Title: THE ROLE OF FAMILY PRACTICE IN UNDERGRADUATE MEDICAL EDUCATION


1
THE ROLE OF FAMILY PRACTICE IN UNDERGRADUATE
MEDICAL EDUCATION
Title and Staff
  • Trakya University Medical Faculty,
  • Edirne, Turkey

Zekeriya Aktürk, MD Nezih Dagdeviren, MD Erkan
Melih Sahin, MD Cahit Özer, MD
2
Why Famiy Practice in Medical Education ?
  • Medical education 90 hospital
  • Turkish doctors 60 primary care

Introduction
Primary
Secondary
Tertiary
Education
Practice
3
Current Condition in Turkey
  • Population 65.000.000
  • Medical faculties 47
  • Family practice departments involved in
    education 7 (15 )
  • This year Family Practice Department at Trakya
    University has started lectures to phase I.

Current State
4
Introduction to Clinical Practice (ICP)
  • Phase I 135 students
  • First semester
  • 16 hours theory
  • 16 hours practice
  • Second semester
  • 16 hours theory
  • 32 hours practice

ICP
5
First Semester Lectures
  • Lecture Load
  • Needs assessment 1
  • Medicine as a profession 2
  • Health and Illness 1
  • The effect of community on health 1
  • Cultural factors and health 1
  • Quality in health services 1
  • Health promotion 1
  • Preventive health care 2
  • Communication skills 2
  • Interviewing methods 1
  • Patient education and counseling 1
  • History taking skills 1
  • Evaluation 1

Curriculum
6
First Semester Practices
  • Lecture Load (h)
  • National internet resources 2
  • IM and IV injection techniques 2
  • Arterial blood pressure measurement 2
  • Health unit observation (services) 2
  • Health unit observation (policlinics) 2
  • Approach to the trauma patient 2
  • Evaluation 4

Curriculum
7
Second Semester Lectures
  • Lecture Load (h)
  • Principles of physical examination 1
  • Periodical health examination 1
  • Functional health status 2
  • Clinical problem solving 2
  • Consultations 2
  • First aid 4
  • Common diseases at primary care 2
  • Tobacco and other harmful substances 2

Curriculum
8
Second Semester Practices
  • Lecture Load (h)
  • Urethral catheter insertion 4
  • Communication (History taking) 4
  • Communication (Examination) 4
  • Communication (Drama) 4
  • CPR 4
  • Sterile dressing 2
  • Suture techniques 2
  • Evaluation and feed-back 8

Curriculum
9
Staff and Setting
  • Lecturers
  • Family medicine
  • Public health
  • Anesthesiology
  • Theory large group education
  • Practice groups of 30-35 students

Staff and Setting
10
Teaching Materials and Methods
  • Lectures
  • Lecturer
  • Slides
  • Video
  • Discussion

Teaching Method
11
Teaching Materials and Methods
  • Practice
  • Communication
  • Small group education 3-4 students
  • CPR, blood pressure etc
  • Simulators
  • Health unit observation
  • 3-4 students for each service or policlinic
  • Guided by an educator

Teaching Method
12
Student Evaluation
  • Lectures
  • Two interval exams
  • One final exam for each semester
  • Practice
  • OSCE

Evaluation
13
Curriculum Evaluation
  • SETh course rating scales
  • Didactic
  • Interactive

Feed-back
14
Our Experiences
  • Primary care should be involved in all phases of
    medical education
  • The role of family practice is limited with phase
    I
  • Some of the topics shoul be tought to higher
    classes
  • We had to prepare a curriculum to cover as much
    areas as possible.
  • Some practices necessitate baseline medical
    knowledge.

Experiences Curriculum
15
Our Experiences
  • Lecture load should be enough to cover all
    necessary areas
  • The lecture load reserved for ICP was not enough
    to cover all headings of primary care.
  • Some important topics like fever measurement and
    wound care had to be omitted.

Experiences LectureLoad
16
Our Experiences
  • Enough teaching material should be available
  • Suture techniques, IV injection, urethral
    catheterization
  • Simulators
  • Abdominal palpation
  • Heart auscultation

Experiences Material Quantity
17
Our Experiences
  • Teaching material should be of high quality
  • Firm structure of the simulators disable
  • abdominal palpation
  • urethral catheter insertion.
  • Leakage from the simulator reservoirs.

Experiences Material Quality
18
Our Experiences
  • Enough educators should be available
  • Teaching staff
  • 5 educators for the lectures
  • 3 educators for the practices.

Experiences Educators
19
Our Experiences
  • Effective Feed-Back should be taken
  • We obtained overall good feed-back results.
  • SETh
  • Didactic 3,76 0,73
  • Interactive 4.02 0.66

Experiences Feed-back
20
Our Experiences
  • Accurate evaluations should be done
  • Multiple choice questions as well as OSCEcould
    be applied successfully.
  • Faculty regulations mean score above 60
  • All students passed
  • Mean passing score 62.6 14.89.

Experiences Evaluation
21
Our Experiences
  • In General
  • Medical students have difficulties in making a
    picture in their mind about what medicine is and
    what they will face after 6 years when
    theygraduate.
  • ICP is a good means to make things clear and
    maintain the motivation of students to become a
    good doctor.

Experiences General
22
Conclusion
  • Implementing family medicine in medical
    educations is an inevitable step in order to
    educate doctors who are able to respond the
    needs of the population.
  • To achieve this goal
  • An experienced staff (sufficient in quality and
    quantity)
  • Lecture series continuing troughout all phases
    of medical education,
  • Teaching material

Conclusion
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