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Postgraduate Training in Medicine

Postgraduate Training in Medicine. Dr. Orhan ALİMOĞLU İstanbul Medeniyet University. Postgraduate medical training is a work-based education where learning and teaching takes place in a clinical context.

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Postgraduate Training in Medicine

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  1. Postgraduate Trainingin Medicine Dr. Orhan ALİMOĞLU İstanbul Medeniyet University

  2. Postgraduate medical training is a work-based education where learning and teaching takes place in a clinical context. On the one hand, the young doctor (trainee) is under education, and on the other hand, he/she is a member of the staff in the clinical department. The clinical departments face the challenge of creating an educational environment that is supportive and learning-oriented, and at the same time meeting the demands from society to deliver efficient clinical services and research. Postgraduate Medical Training Malling et al. BMC Medical Education 2010, 10:62

  3. PostgraduateMedicalTraining • A common feature in medical training is the need for supervision and feedback among trainees and for being engaged in the responsibility for patients. • Furthermore, trainees need to be appreciated and valued as team members. • The challenge is to find a proper balance between involving trainees in patient treatment, and at the same time ensure patient safety and meet demands for a high production. Malling et al. BMC Medical Education 2010, 10:62

  4. Postgraduate Medical Training • However, the concept “educational climate” has been used indiscriminately with culture, environment or learning context. • Nevertheless, all of these concepts include the same elements: • atmosphere, • the connection and personal relation with colleagues, • openness to questions, • appropriateness of supervision and feedback, • working conditions and organisation of the work. Malling et al. BMC Medical Education 2010, 10:62

  5. Postgraduate Medical Training • The educational climate may differ considerably across clinical departments. • In order to be able to change the educational climate, it is relevant to find out who contributes to this climate and to the specific ways of behavior and “living” in the clinical departments. Malling et al. BMC Medical Education 2010, 10:62

  6. Postgraduate Medical Training • Although all employees take part in developing the culture in a department, the leaders are in a position to deliberately influence the culture. • Leaders can influence the educational climate by prioritising and attending a variety of activities in the department, and by role-modelling. Malling et al. BMC Medical Education 2010, 10:62

  7. Current Auxiliary Tools for Medical Education

  8. Continuing Proficiency in Highest Levels Possible • Scientific knowledge and technical skills should continuously be; • Updated, • Developed, • Specific information and techniques presented in different formats by the specialists of the subjects must be learnt and integrated with the individuals’ own practice.

  9. Web Sources Multimedia (Video) E-books Evidence-based medical data Medical practice guidelines Journal database Literature databese Citation inquiry

  10. Multimedia-Video • Access Medicine (McGraw Hill) • http://www.accessmedicine.com/audioVideo.aspx

  11. 2. E-books • Access Medicine (McGraw Hill) • http://www.accessmedicine.com/textbooks.aspx • MD Consult • http://www.mdconsult.com

  12. 3. Evidence-based medical data • Access Medicine (McGraw Hill) • http://www.accessmedicine.com/diag.aspx • BMJ Best Practice • http://bestpractice.bmj.com, • Cochrane Library • http://www.thecochranelibrary.com • Up To Date • http://www.uptodate.com/online

  13. 4. Medical practice guidelines • Access Medicine (McGraw Hill) • http://www.accessmedicine.com/guidelines.aspx • National Guideline Clearinghouse • http://guidelines.gov/ • National Comprehensive Cancer Network (NCCN) Guidelines • http://www.nccn.org/professionals/default.aspx

  14. 5. Journal database • Science Direct • http://www.sciencedirect.com • Springer • http://www.springer.com • Ovid • http://gateway.ovid.com/autologin.html • Karger • http://www.karger.com • Wiley Interscience – Blackwell Synergy • http://onlinelibrary.wiley.com • EBSCOHOST • http://search.ebscohost.com • BMJ Journals • http://group.bmj.com/group/media/bmj-journals-information-centre

  15. 6. Literature database • Medline (Index Medicus) • http://www.pubmed.com • http://www.medscape.com • http://www.mdconsult.com • http://bestpractice.bmj.com

  16. 7. Citation inquiry • Web of Science • http://isiknowledge.com/ • Google Scholar • http://scholar.google.com.tr/

  17. Medical Scientific Publications (All times) TURKEY 145507 TUNISIA 11819 LEBANON 13653 IRAQ 7662 PALESTINE 1246 JORDAN 21959 ALGERIA 3755 BAHRAIN 1177 LIBYA 1628 EGYPT 40764 QATAR 2151 UAE 4230 SUDAN 7680 YEMEN 1635 SOMALIA 1496 Harite üzerinde katılan Üniversiteler

  18. The Role of Collaborative Academic Partnerships in Medical Training, Education, and Research

  19. Examples of Collaboration 1) University of California San Francisco (UCSF) - Bellagio Essential Surgery Group; 2) USCF - Makerere University, Uganda; 3) Vanderbilt - Baptist Medical Center, Ogbomoso, Nigeria; 4) Vanderbilt - Kijabe Hospital, Kenya; 5) University of Toronto, Hospital for Sick Children - Ministry of Health in Botswana; 6) Harvard (Brigham and Women’s Hospital and Children’s Hospital Boston) - Partners in Health in Haiti and Rwanda. Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative Academic Partnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

  20. Collaboration • The term “academic partnerships” describes a variable set of experiences among a number of different institutions. • Rotation between different clinics • Exchange among trainers / counselors • Residency programs • Inspiring the medical students and residents for education & research • The transfer of clinical experiences • Seminars • Strengthening the determination for education, research, and service • Development of educational resources, and establishment of additional funds for education Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative Academic Partnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

  21. Collaboration • The development of a curriculum for the principles of medical sciences to increase knowledge and skills • To establish an environment of common confidence and respect • To establish common learning goals • To establish cooperation for researches • To distribute administrative functions according to local requirements • Multidisciplinary approach Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative Academic Partnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

  22. EXAMPLE FOR • CONTINUING MEDICAL EDUCATION • TÜRKİYE – YEMEN

  23. CONTINUING MEDICAL EDUCATION (CME) YEMEN Bilateral Agreements for Medical Fellowship Program University of Science and Technology Hospital, Sana’a, Yemen İstanbul Medeniyet University • Kartal Koşuyolu Training and Research Hospital • Ümraniye Training and Research Hospital • Baltalimanı Osteopathic Hospital • Bezmialem Vakıf University

  24. CONTINUING MEDICAL EDUCATION (CME) YEMEN Medical Fellowship Program is successfully continued, and 15 Yemeni Doctors have attended the 2-months-fellowship program in Istanbul since 2012: • Cardiology • General Surgery • Pediatrics • Urology • Hospital Management

  25. CONTINUING MEDICAL EDUCATION (CME) YEMEN We organized 5 Academic Congresses with international participants. • 1st Turkish-Yemeni Surgical Congress, 2012, Sana’a, 7 Professors • 1st Turkish-Yemeni Cardiovascular Surgery Congress, 2012, Sana’a, 14 Professors • 1st Turkish-Yemeni Dental Congress, 2012, Sana a, 6 Professsors • 1st Turkish-Yemeni Emergency Medicine Congress, 2013, Sana’a, 14 Professors • 1st Trauma & Rescusitation Course, 2013, Sana’a, 6 Professors

  26. CONTINUING MEDICAL EDUCATION (CME) YEMEN

  27. CONTINUING MEDICAL EDUCATION (CME) YEMEN

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