Title: THE ROLE OF FAMILY PRACTICE IN UNDERGRADUATE MEDICAL EDUCATION
1THE 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
2Why Famiy Practice in Medical Education ?
- Medical education 90 hospital
- Turkish doctors 60 primary care
Introduction
Primary
Secondary
Tertiary
Education
Practice
3Current 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
4Introduction 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
5First 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
6First 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
7Second 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
8Second 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
9Staff and Setting
- Lecturers
- Family medicine
- Public health
- Anesthesiology
- Theory large group education
- Practice groups of 30-35 students
Staff and Setting
10Teaching Materials and Methods
- Lectures
- Lecturer
- Slides
- Video
- Discussion
Teaching Method
11Teaching 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
12Student Evaluation
- Lectures
- Two interval exams
- One final exam for each semester
- Practice
- OSCE
Evaluation
13Curriculum Evaluation
- SETh course rating scales
- Didactic
- Interactive
Feed-back
14Our 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
15Our 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
16Our Experiences
- Enough teaching material should be available
- Suture techniques, IV injection, urethral
catheterization - Simulators
- Abdominal palpation
- Heart auscultation
Experiences Material Quantity
17Our 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
18Our Experiences
- Enough educators should be available
- Teaching staff
- 5 educators for the lectures
- 3 educators for the practices.
Experiences Educators
19Our 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
20Our 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
21Our 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
22Conclusion
- 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