Emre EMEKLİ, Özlem COŞKUN, Işıl İrem BUDAKOĞLU

Tıpta Profesyonelizm ve Tıp Eğitimine Entegrasyonu

Amaç: Son yıllarda tıpta profesyonelizm kavramı ile ilgili literatürde çok fazla çalışma göze çarpmaktadır. Bu çalışmalarda profesyonelizmin herkes tarafından kabul gören bir tanımı mevcut değildir, birçok tanımı yapılmaktadır. Ayrıca yapılan çalışmalar tıp fakültesi mezunlarında profesyonel mesleki davranışların oluşturulmasında öğretimin önemi konusunda nettir. Bu amaca ulaşmada yardımcı olabilecek birçok öğretim stratejisi ve değerlendirme aracıyla da karşılaşmak mümkündür. Bu nedenlerle derlememizde tıpta profesyonelizm ve müfredata entegrasyonu literatüre dayanılarak açıklanmış ve Türkçe alan yazına katkıda bulunması amaçlanmıştır.Yöntem: Geleneksel derleme yöntemi ile hazırlanmıştır. Profesyonelizm kavramının etimolojik kökeni açıklanmış, daha sonra tıp tarihinde profesyonelizm kavramı özetlenmiştir. Literatürdeki profesyonelizm tanımları tartışılmıştır. Sonraki bölümde tıp eğitimine profesyonelizm entegrasyonundaki adımlardan bahsedilmiş, kullanılabilecek öğretim yöntemleri özetlenmiştir.Bulgular: Profesyonelizm kavramı literatürde çeşitli tanımlamaları yapılan, ortak bir tanımın yapılamadığı bir kavram olarak göze çarpmaktadır. Ancak kısaca profesyonelliği dinamik bir süreç olarak tanımlayabilir, belirli bir alanda yüksek oranda bilgi, uygulama becerisi ve uzmanlaşma olarak adlandırılabiliriz. Hekimlik de eski çağlardan beri var olan sayılı profesyonel mesleklerdendir. Hala günümüzde Hipokrat tarafından gündeme getirilmiş bir takım etik ilkeler varlığını sürdürmektedir. Tarihsel olarak da hekimlikten profesyonelizm temelinde beklenen değerler zaman zaman değişiklik göstermiş, hekimlik profesyonelliği üstüne eklenen veya kaybedilen değerlerle günümüze dek gelmiştir.Sonuç: Güncel literatürde de artık profesyonelliğin tıp fakültelerinde öğretilmesi gerektiği ve nasıl öğretilebileceği ile ilgili yapılan çalışmalar artmaktadır. Ancak ilginin artmasına rağmen başarılı uygulama örneklerindeki yetersizlik göze çarpmaktadır. Bu nedenle tıp eğitiminde profesyonelizm entegrasyonunun nasıl yapılabileceği ile ilgili güncel literatürü de dikkate alarak tıpta profesyonelizm tanımından, profesyonelizm eğitimde sıklıkla kullanılan öğretim modellerinden, resmi, yazılı olmayan ve örtük müfredattan yazımızda kısaca söz ettik. Literatürde yapılan önemli ölçüde çalışmalar bulunmaktadır, biz de bunları kısaca gözden geçirdik. Ancak buna rağmen konu ile ilgili çok daha fazla araştırmaya ihtiyaç olduğu açıktır.

Anahtar Kelimeler:

Tıp Eğitimi, Formal Müfredat, Örtük Müfredat, Refleksiyon, Durumsal Öğrenme

Professionalism in Medicine and Integrating Professionalism into the Medical Curriculum

Aim: In recent years, there has been a lot of research in the literature on the concept of professionalism. There is no universally accepted definition of professionalism in these studies. In addition, the studies are clear about the importance of teaching professionalism and the formation of professional behaviors in medical schools. It is also possible to encounter many teaching methods and assessment methods that can help achieve this goal. For these reasons, in our review, professionalism in medicine and its integration into the curriculum are explained based on the literature and it is aimed to contribute to the Turkish literature.Methods: This article is a narrative review. Firstly, etymological origin of the concept of professionalism is explained, professionalism in the history of medicine is summarized. The definitions of professionalismin the literature are discussed. Lastly, the steps in the integration of professionalism into medical curriculum are mentioned and the teaching methods that can be used are summarized.Results: It is known that various definitions of professionalism are made in the literature and a common definition cannot be made. We can briefly define professionalism as a dynamic process, and we candescribe it a high level of knowledge, application skills and specialization in a certain field. Medicine is one of the few professional professions that have existed since ancient times. There are still some ethicalprinciples accepted by Hippocrates today. Historically, the values expected from medicine on the basis of professionalism have changed from time to time.Conclusions: In the current literature, it is accepted that professionalism should be taught in medical schools and studies on how to teach professionalism are increasing. Despite the increasing interest, thereis a lack of successful implementation examples. Therefore, considering the current literature on how to integrate professionalism in medical education, we briefly mentioned the definition of professionalism inmedicine, the teaching models frequently used in professionalism education, and the formal, informal and hidden curriculum. There are significant studies in the literature, and we have briefly reviewed them.However, it is clear that much more research is needed on the subject.

Keywords:

Medical Education, Formal Curriculum, Hidden Curriculum, Reflection, Situated Learning,

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