Factors Influencing the Choice of Pediatric Surgery as a Medical Career Among Turkish Pediatric Surgeons and Residents

WOS: 000291330700026Objective: Each medical specialty has its own reasons to be selected as a career by medical doctors. The aim of this study was to identify the main reasons to select pediatric surgery as a medical career among Turkish pediatric surgeons and residents. Material and Methods: Data of this cross-sectional survey were collected from pediatric surgeons and residents, based on a self-administrated questionnaire during 23(rd) National Congress of Pediatric Surgery in September 2005. The questionnaire included demographic variables (sex, gender, academic affiliation) and 13 possible influence factors which were marked on a 7 point semantic differentiation scale (3= strong negative influence, 0= no influence, +3= strong positive influence). Results: Eigthy-seven pediatric surgeons and residents participated in the survey. Three strong positive reasons (opportunity to perform surgery, working with children, and expected emotional satisfaction), one moderate reason (ability to appraisal of own skills and aptitude), and two minor positive reasons (expected academic opportunities and a teacher as a role model) were identified to select pediatric surgery as a medical career. Conclusion: Our findings may be used for the early identification and support of doctors who will become pediatric surgeons in Turkey

Evaluation of Dermatology Residents Using the Multisource (360-Degree) Assessment Method

WOS: 000269255400003Objective: To test the applicability of the 360-degree assessment method of postgraduate medical education (dermatology) in a Turkish setting and discover the possible areas of improvement Design: Cross-sectional research Setting: Akdeniz University Faculty of Medicine, Antalya, Turkey Subjects and Methods: Using the competencies framework of the The American Accreditation Council for Graduate Medical Education (ACGME), a 71 item containing pool was formed. Based on evaluation aspects of possible evaluator groups, the pool was converted into seven different evaluation forms for the following groups: teachers (faculty), nurses, peers, secretaries, auxiliary staff, patients and self. All seven residents and members from each department voluntarily participated in the study. Data was collected over a period of three months. Main Outcome Measures: In the data analysis process, mean scores, and internal consistency scores were measured and evaluator groups' scores and resident's ranks in competency areas were compared to find out differences. Results: A total of 259 forms were filled out by seven groups to evaluate seven residents. All the staff in the dermatology clinic participated in the process. The reliability coefficient for the faculty members was 0.99 while it was 0.60 for the auxiliary staff. Low scores were clustered. I. Conclusions: Our results show that the 360-degree assessment is very well received by the evaluator group and residents and the method is acceptable in the Turkish setting of postgraduate dermatology specialist training. There is a need for larger sample study for other settings.Akdeniz University Research FoundationAkdeniz UniversityThis study was supported by Akdeniz University Research Foundation

Description and evaluation of an innovative course on learning and study skills for the first year medical students

WOS: 000241719000007PubMed ID: 17077600The purpose of this study is to share educational structure and evaluation results of an innovative course on effective learning and study skills for the first year medical students. In Turkey, undergraduate medical education takes six years and each year nearly 5,000 high school graduates start medical schools. However, many students experience frustration and failure because of their lack in the learning and studying strategies. At the Ege University Faculty of Medicine, preclinical curriculum consists of the body function systems-based teaching blocks. Year one has three blocks. We implemented an effective learning and study skills course at the first and third blocks of the 2003-2004 curriculum. We evaluated the course by students' feedbacks derived from block questionnaires and students' homework performance analysis. At the first block questionnaire, out of 297, 163 students (54.8%) clearly stated that the course positively influenced their learning process. Structured analysis of the first block's students' homework showed that an average of 206 students (69.3%) can sufficiently describe their learning and studying approach, while 218 (73.4%) can identify the strengths and weaknesses of the curriculum. The average student scores were 74 +/- 10 and 68 +/- 11 out of 100 for first and third blocks, respectively. We interpreted these results as students enjoyed the course and learned the content. In conclusion, a course on effective learning and study skills is likely to assist first year medical students in improving their learning and adaptation to the school