Özlem Coşkun, Yavuz Selim Kıyak, Işıl İrem Budakoğlu

Tıp Fakültesine Başvurudan Meslek Hayatına: Tıp Öğrencisinin Ülkelere Göre Eğitim ve Kariyer Serüveni

Amaç: Türkiye’deki tıp fakülteleri, mezuniyet öncesi dönemde 6 yıllık eğitim vermektedir. Fakülteler bu 6 yıllık sürenin ilk 3 yılını klinik öncesi dönem, sonraki 2 yılını klinik dönem, son yılını uygulamaya yönelik intörnlük dönemi şeklinde yapılandırmıştır. Aile hekimliği uzmanlığı eğitiminin süresi 3 yıldır. Bu çalışmanın amacı; AB (Avrupa Birliği), ABD (Amerika Birleşik Devletleri), Avustralya, Birleşik Krallık, Çin, Japonya, Kanada, Rusya, Singapur ülkelerinde tıp fakültesine başvuru şartları ve süreçlerini, mezuniyet öncesi tıp eğitimi sürecinin zamansal yapısını, uzmanlık eğitimine başlayabilmek için gereken şartları, uzmanlık eğitimlerinin ve aile hekimliği uzmanlık eğitiminin süresini sunmaktır. Yöntem: Çeşitli ülkelerdeki tıp eğitimi süreçlerine erişmek için yapılan kaynak taramaları 03.10.2019- 06.01.2020 tarihleri arasında gerçekleştirilmiştir. Pubmed, Scopus, Google Scholar arama motorlarında ve veritabanlarında aramalar yapılmıştır. Anahtar kelimelerle erişilen çalışmaların yanında, ülkelerin tıp eğitimi ve sağlık sistemi ile ilgili bazı düzenleyici kuruluş ve tıp fakülteleri internet sitelerine erişilmiştir. Bulgular: Mezuniyet öncesi tıp eğitimi genel olarak 3-6 yıl sürmektedir. Eğitim süreci çoğu ülkede, klinik öncesi dönem ve klinik dönem olarak ayrılmaktadır. ABD ve Kanada’da, tıp fakültesine başvurabilmek için lisans mezunu olma şartı vardır. Bazı ülkeler, mezuniyet sonrasında 1-3 yıl intörnlük yapılmasını zorunlu kılmaktadır. Kanada’da uzmanlık eğitimi veren bazı bölümler, öğrencilerinin “mecburi hizmet” sözleşmesini imzalamasını zorunlu kılar. Aile hekimliği uzmanlık eğitimi genelde 3 yıldır. Sonuç: Her ülkede, öğrencilerin tıp fakültesine başvurusundan aile hekimliğine yaşadıkları süreç farklılık göstermektedir. Bu çeşitliliklere rağmen ortak noktalar da mevcuttur. Yabancı ülkelerdeki eğitim ve birinci basamaktaki kariyer süreçlerinin incelenmesi ve bu ülkelerde yer alan işlevsel yaklaşımların ülkemize uyarlanması, birinci basamakta çalışacak hekimlerimizin topluma daha faydalı olabilecek niteliklerle mezun olmasını sağlayabilir.

From Medical School Application to Professional Life: Education and Career Journey of Medical Students

Aim: Medical schools in Turkey offer six-year-long undergraduate medical education. Most of them divide these six years into three periods: The pre-clinical period is the first three years, the clinical period is the next two years, and the last year is the practiceoriented internship. The education of family medicine specialty lasts three years. This study aims to present; terms and processes of medical school applications, the time structure of undergraduate medical education, terms of application to specialty education, and duration of family medicine specialty education in European Union (EU), United States of America (USA), Australia, United Kingdom, China, Japan, Canada, Russia, Singapore. Method: To access the information about processes of medical education in foreign countries, a literature search was conducted between 03.10.2019-06.01.2020. Pubmed, Scopus, and Google Scholar have been screened by using keywords. In addition to this, websites of some decision-maker institutions on medical education and healthcare as well as websites of some medical schools have been accessed. Results: In general, undergraduate medical education lasts 3-6 years. These years are divided into two parts; pre-clinical and clinical periods. To make an application to medical school in USA and Canada, students have to get a bachelor’s degree. Some countries require students 1-3 years of internship after graduation. Students have to sign “return of service” agreement in some specialty areas in Canada. Commonly, family medicine specialty education lasts 3 years. Conclusion: The phases of which students should pass from medical school application to being family physician are different in every country. In spite of the differences, there are similar parts. Educational features and primary care career pathways in foreign countries should be investigated to adopt their positive sides for our country. Thus, our primary care physicians in the future would provide better service to the community. at all levels from preschool education to higher education started to be carried out remotely. Higher education institutions and medical faculties are trying to manage this process in line with their own facilities. It is seen that the studies or projects that initiated before the epidemic in primary, secondary and higher education regarding digital transformation in teaching and experiences in this direction lead the decisions taken in the process. Filtering the accumulation of knowledge and experience for elearning, which is widely included in the literature, on the philosophy of education and theories will contribute to the healthy decision-making process.

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