Genderdifference in performance and perception abouttools in fifth year psychiatry attachment assessment

Amaç ve yöntem: Bu çalışmada, Suudi Arabistanda Al Ahsadaki Kral Faysal Üniversitesindeki beşinci sınıf tıp fakültesi öğrencilerinin Nesnel Yapılandırılmış Klinik Sınav, Geleneksel Sözlü Klinik Sınav, portfolyo ve Çoktan Seçme-li Yazılı Sınavı (ÇSYS) kapsayan psikiyatri stajı final sınavının çeşitli yönlerine karşı performans ve tutumda cinsiyetin etkisi değerlendirildi. Aynı öğretim yılındaki 110 öğrencinin final sınavının tüm bölümlerinin sonuçları analiz edildi. Araştırmada psikiyatri değerlendirme yöntemlerinin farfklı yönlerini değerlendiren sekiz soruluk bir anket de kullanıldı. Sonuçlar: ÇSYSde erkek öğrencilerin puanı daha yüksekti, fakat iki cinsiyet arasındaki fark anlamlı değildi. Öğren-cilerin memnuniyet puanı 11-24 arasında, ortalama puan 18.5±3.3tü. Kızların ortalama memnuniyet puanı erkekler-den daha yüksekti, fakat aradaki fark istatistiksel olarak anlamlı değildi. Tartışma: Kız öğrenciler klinik stajında erkek öğrenciler kadar iyi performans gösterdiler, fakat erkekler ÇSYSde daha iyi performans gösterdi. Tıp eğitiminde özgül değişiklikler önermemekle birlikte, kurs düzenleyen ve denetleyen fakülte personelinin psikiyatrinin hangi yönlerinin kız öğrenciler için güçlük yarattığını belirlemesi gereklidir. Bu bilgi, tıp eğitiminde gelecekteki gelişmeler için yararlı bilgi sağlayacaktır. (Anadolu Psikiyatri Derg 2012; 13:174-178)

Beşincisınıf psikiyatri stajında değerlendirme araçlarıyla ilgili performans ve algıda cinsiyet farklılığı

Objective and methods: This study examined the influence of gender on undergraduate performance and attitude towards various aspects of the undergraduate final examination in psychiatry that include Objective Structured Clinical Examination (OSCE), Traditional Oral Clinical Examinations (TOCE), portfolio and multiple choice questions (MCQ) written exam among fifth year medical students at the King Faisal University, Al-Ahsa, Saudi Arabia. Results on all sections of the final examination were analyzed in the case of 110 students from the same year. Also, a self admin- istered student survey included eight items questionnaire assessing different aspects of the psychiatry assessment methods was also used. Results: The male students score higher on MCQ but there is no significant difference on the overall mark in both genders. Satisfaction score ranged between 11 and 24 among the studied students with a mean of 18.5±3.3. Females showed higher mean satisfaction score than males but the observed difference was not statistically significant. Conclusion: Female medical students appear to perform as well as their male counterparts in the undergraduate psychiatry clinical attachment but males outperform in MCQ examination. Although we would not recommend specific changes in undergraduate training, course organizers and supervising faculty staff need to identify which aspects of the psychiatry cause difficulty to the female students. This information would usefully inform future developments in undergraduate training. (Anatolian Journal of Psychiatry 2012; 13:174-178)

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