Bürge ATILGAN, GÜLŞEN TAŞDELEN TEKER, Barış SEZER, Meti̇n YEŞİLTEPE, Orhan ODABAŞI

Hacettepe Üniversitesi’nde Tıpta Uzmanlık Öğrencilerinin Klinik Eğitim Ortamlarına İlişkin Algılarının Değerlendirilmesi

Giriş: Eğitim süreçlerinin neredeyse tamamını hastanede geçiren tıpta uzmanlık öğrencileri için eğitim ortamlarının öğrenmeye çok büyük katkısı vardır. İyi bir eğitim ortamında, hizmet sunumu için yapılan hasta odaklı tıbbi uygulamalar da eğitim fırsatına dönüşebilir. Amaç: Bu araştırmada Hacettepe Üniversitesi’nde mezuniyet sonrası tıpta uzmanlık eğitimi alan araştırma görevlilerinin içinde bulundukları klinik eğitim ortamı ile ilgili algılarının ve bu algıların çeşitli değişkenlerle ilişkisinin ortaya koyulması amaçlanmıştır. Gereç ve Yöntem: Hacettepe Üniversitesi cerrahi ve dahili bilimler araştırma görevlileri çalışmaya dâhil edilmiştir. Katılımcıların demografik bilgilerinin alınmasının yanı sıra Mezuniyet Sonrası Hastane Eğitim Ortamı Ölçeği (MSHEOÖ) uygulanmıştır. Ölçek puanlarının bazı değişkenlerle ilişkisi incelenmiştir. Bulgular: Çalışmamıza 28 klinik anabilim dalından 212 kişi katılmıştır. Araştırma görevlilerinin neredeyse yarısı, alanda edindikleri bilgiyi kıdemli araştırma görevlilerinden edindiğini belirtmiştir. Kıdemin, çalışılan branşın, hizmet yoğunluğunun klinik eğitim ortamı algısında etkisi olduğu izlenmiştir. Sonuç: Klinik eğitim ortamları iyi hekimler yetiştirmede oldukça değerlidir. Hangi faktörlerin klinik eğitim ortamı algısına etkisi olduğunu ortaya çıkaracak çalışmalar yapılmalıdır. Eğitim ortamları düzenlenirken araştırma görevlilerinin çalışma şartları, akademik beklentileri, psikososyal gereksinimleri gibi konular da göz önünde bulundurulmalı, sunulan hasta hizmeti eğitim fırsatına dönüştürülmelidir

Evaluation of Perceptions of Residents at Hacettepe University about Clinical Education Environments

Introduction: For residents who spend their training periods almost entirely in hospitals, educational environments have a great contribution to learning. In a positive educational atmosphere, patient-centered medical practices performed for service provision can also be turned into a learning opportunity. Objective: In this study, it was aimed to reveal the perceptions of the residents at Hacettepe University about their clinical education environment and the relationship between their perceptions and various variables. Materials and Methods: Surgery and internal medicine residents at Hacettepe University were included in the study. Postgraduate Hospital Educational Environment Measure (PHEEM) was administered along with the demographic information questionnaire to collect data. The relationship between the PHEEM scores and some variables was analysed. Findings: 212 people from 28 clinical departments participated in the study. Almost half of the residents stated that they have learned clinical knowledge from senior residents. It was observed that seniority, clinical department and patient service load are some factors that have an impact on the perception of the educational environment. Conclusion: Clinical education environments are quite valuable in training qualified physicians. Studies designed to reveal which factors influence the perception of the clinical educational environment should be conducted. While organizing educational environments, the issues such as residents’ working conditions, academic expectations and psychosocial needs should also be taken into consideration, the services provided to patients should be transformed into training opportunities

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