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TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI

Yıl 2016, Cilt: 1 Sayı: 3, 22 - 35, 14.03.2017

Gizem İrem Kınıklı , Zafer Erden , Melih Elçin , Diane Clark

Öz


Amaç: Meslekler arası eğitim profesyonel rol ve sorumlulukların anlaşılmasının yanı sıra hasta güvenliğinin de gelişmesini sağlar. Bu çalışma, 3. sınıf tıp öğrencilerinin sağlık hizmeti ekibi içinde fizyoterapi mesleğiyle ilgili anlayış ve tutumlarını belirlemek amacıyla yapılmıştır.

Yöntemler: Üçüncü sınıf tıp öğrencileri "Hasta Güvenliği ve Meslekler arası İşbirliği" seçmeli dersi almıştır. 239 öğrenci yarı randomize şekilde 2 gruba ayrılmıştır (2B Grubu:128 kişi ve 2D Grubu: 111 kişi). 4 kredili bu ders 16 saat teorik, 4 saat panel, 4 saat küçük grup tartışması ve 28 saat simülasyon eğitimi olmak üzere toplam 52 saat olan 5 haftalık bir dersten oluşmaktaydı. Dersin son gününde öğrencileri fizyoterapi mesleği ile ilgili bilgi, tutum ve algılarını değerlendiren bir anket uygulandı. Görsel Analog Skalası üzerinde 0 ("kesinlikle katılmıyorum") ile 10 ("kesinlikle katılıyorum") arasında değişen puanlarla her bir anket sorusu oranlandı.

Sonuçlar: Yüz otuz tıp öğrencisi (50.2%) kurs sonrası yapılan anketi doldurdu. Dersin fizyoterapi ile ilgili kısımlarına katılan öğrencilerin anket sorularına verdikleri pozitif cevaplar istatistiksel olarak anlamlıydı (p<0.0001). 

Tartışma: Hasta güvenliği ve meslekler arası işbirliği seçmeli dersi kapsamında tıp öğrencilerine verilen dersler öğrencilerin fizyoterapi mesleği ile ilgili farkındalıklarını arttırmada pozitif bir etkiye sahip olmuştur.

Anahtar Kelimeler: Meslekler arası işbirliği, hasta güvenliği, tıp öğrencileri, fizyoterapi.

Kaynakça

  • REFERENCES
  • Holmes JH, Balas EA, Boren SA. A guide for developing patient safety curricula for undergraduate medical education. Journal of the American Medical Informatics Association. 2002;9(Supplement 6):S124-S7.
  • Singh R, Naughton B, Taylor JS, Koenigsberg MR, Anderson DR, McCausland LL, et al. A comprehensive collaborative patient safety residency curriculum to address the ACGME core competencies. Medical Education. 2005;39(12):1195-204.
  • Johnstone M-J, Kanitsaki O. Clinical risk management and patient safety education for nurses: a critique. Nurse education today. 2007;27(3):185-91.
  • Baldwin Jr DC. Some historical notes on interdisciplinary and interprofessional education and practice in health care in the USA. Journal of interprofessional care. 2007;21(sup1):23-37.
  • Freeth D, Reeves S, Koppel I, Hammick M, Barr H. Evaluating interprofessional education: A self-help guide. 2005.
  • Gilbert JH. Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care. 2005;19(sup1):87-106.
  • Safety WP, Organization WH. Patient safety curriculum guide: Multi-professional edition. 2011.
  • Curran VR, Sharpe D, Flynn K, Button P. A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education. Journal of interprofessional care. 2010;24(1):41-52.
  • Angelini DJ. Interdisciplinary and interprofessional education: what are the key issues and considerations for the future? The Journal of perinatal & neonatal nursing. 2011;25(2):175-9.
  • Engum SA, Jeffries PR. Interdisciplinary collisions: bringing healthcare professionals together. Collegian. 2012;19(3):145-51.
  • Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME Guide no. 9. Medical teacher. 2007;29(8):735-51.
  • Hansson A, Foldevi M, Mattsson B. Medical students' attitudes toward collaboration between doctors and nurses–a comparison between two Swedish universities. Journal of Interprofessional care. 2010;24(3):242-50.
  • Barr H. Interprofessional education: Wiley Online Library; 2002.
  • Glen S, Reeves S. Developing interprofessional education in the pre-registration curricula: mission impossible? Nurse Education in Practice. 2004;4(1):45-52.
  • Tunstall-Pedoe S, Rink E, Hilton S. Student attitudes to undergraduate interprofessional education. Journal of Interprofessional Care. 2003;17(2):161-72.
  • Horsburgh M, Lamdin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Medical education. 2001;35(9):876-83.
  • Parsell G, Bligh J. Interprofessional learning. Postgraduate Medical Journal. 1998;74(868):89-95.
  • Pirrie A, Hamilton S, Wilson V. Multidisciplinary education: some issues and concerns. Educational Research. 1999;41(3):301-14.
  • Bluff R, Holloway I. The efficacy of midwifery role models. Midwifery. 2008;24(3):301-9.
  • D'amour D, Oandasan I. Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of interprofessional care. 2005;19(S1):8-20.
  • D'eon M, Crawford R. The elusive content of the medical-school curriculum: a method to the madness. Medical teacher. 2005;27(8):699-703.
  • Steinert Y, Cruess S, Cruess R, Snell L. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Medical Education. 2005;39(2):127-36.
  • Hojat M, Gonnella JS, Nasca TJ, Fields SK, Cicchetti A, Scalzo AL, et al. Comparisons of American, Israeli, Italian and Mexican physicians and nurses on the total and factor scores of the Jefferson scale of attitudes toward physician–nurse collaborative relationships. International journal of nursing studies. 2003;40(4):427-35.
  • El-Zubeir M, Rizk DE, Al-Khalil RK. Are senior UAE medical and nursing students ready for interprofessional learning? Validating the RIPL scale in a Middle Eastern context. Journal of interprofessional care. 2006;20(6):619-32.
  • Nisbet G, Lee A, Kumar K, Thistlewaite J, Dunston R. Interprofessional health education: A literature review. Centre for Research in Learning and Change, University of Technology, Sydney, Australia. 2011.
  • Reeves S, Goldman J, Gilbert J, Tepper J, Silver I, Suter E, et al. A scoping review to improve conceptual clarity of interprofessional interventions. Journal of Interprofessional Care. 2011;25(3):167-74.

Yıl 2016, Cilt: 1 Sayı: 3, 22 - 35, 14.03.2017

Gizem İrem Kınıklı , Zafer Erden , Melih Elçin , Diane Clark

Öz

Kaynakça

  • REFERENCES
  • Holmes JH, Balas EA, Boren SA. A guide for developing patient safety curricula for undergraduate medical education. Journal of the American Medical Informatics Association. 2002;9(Supplement 6):S124-S7.
  • Singh R, Naughton B, Taylor JS, Koenigsberg MR, Anderson DR, McCausland LL, et al. A comprehensive collaborative patient safety residency curriculum to address the ACGME core competencies. Medical Education. 2005;39(12):1195-204.
  • Johnstone M-J, Kanitsaki O. Clinical risk management and patient safety education for nurses: a critique. Nurse education today. 2007;27(3):185-91.
  • Baldwin Jr DC. Some historical notes on interdisciplinary and interprofessional education and practice in health care in the USA. Journal of interprofessional care. 2007;21(sup1):23-37.
  • Freeth D, Reeves S, Koppel I, Hammick M, Barr H. Evaluating interprofessional education: A self-help guide. 2005.
  • Gilbert JH. Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care. 2005;19(sup1):87-106.
  • Safety WP, Organization WH. Patient safety curriculum guide: Multi-professional edition. 2011.
  • Curran VR, Sharpe D, Flynn K, Button P. A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education. Journal of interprofessional care. 2010;24(1):41-52.
  • Angelini DJ. Interdisciplinary and interprofessional education: what are the key issues and considerations for the future? The Journal of perinatal & neonatal nursing. 2011;25(2):175-9.
  • Engum SA, Jeffries PR. Interdisciplinary collisions: bringing healthcare professionals together. Collegian. 2012;19(3):145-51.
  • Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME Guide no. 9. Medical teacher. 2007;29(8):735-51.
  • Hansson A, Foldevi M, Mattsson B. Medical students' attitudes toward collaboration between doctors and nurses–a comparison between two Swedish universities. Journal of Interprofessional care. 2010;24(3):242-50.
  • Barr H. Interprofessional education: Wiley Online Library; 2002.
  • Glen S, Reeves S. Developing interprofessional education in the pre-registration curricula: mission impossible? Nurse Education in Practice. 2004;4(1):45-52.
  • Tunstall-Pedoe S, Rink E, Hilton S. Student attitudes to undergraduate interprofessional education. Journal of Interprofessional Care. 2003;17(2):161-72.
  • Horsburgh M, Lamdin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Medical education. 2001;35(9):876-83.
  • Parsell G, Bligh J. Interprofessional learning. Postgraduate Medical Journal. 1998;74(868):89-95.
  • Pirrie A, Hamilton S, Wilson V. Multidisciplinary education: some issues and concerns. Educational Research. 1999;41(3):301-14.
  • Bluff R, Holloway I. The efficacy of midwifery role models. Midwifery. 2008;24(3):301-9.
  • D'amour D, Oandasan I. Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of interprofessional care. 2005;19(S1):8-20.
  • D'eon M, Crawford R. The elusive content of the medical-school curriculum: a method to the madness. Medical teacher. 2005;27(8):699-703.
  • Steinert Y, Cruess S, Cruess R, Snell L. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Medical Education. 2005;39(2):127-36.
  • Hojat M, Gonnella JS, Nasca TJ, Fields SK, Cicchetti A, Scalzo AL, et al. Comparisons of American, Israeli, Italian and Mexican physicians and nurses on the total and factor scores of the Jefferson scale of attitudes toward physician–nurse collaborative relationships. International journal of nursing studies. 2003;40(4):427-35.
  • El-Zubeir M, Rizk DE, Al-Khalil RK. Are senior UAE medical and nursing students ready for interprofessional learning? Validating the RIPL scale in a Middle Eastern context. Journal of interprofessional care. 2006;20(6):619-32.
  • Nisbet G, Lee A, Kumar K, Thistlewaite J, Dunston R. Interprofessional health education: A literature review. Centre for Research in Learning and Change, University of Technology, Sydney, Australia. 2011.
  • Reeves S, Goldman J, Gilbert J, Tepper J, Silver I, Suter E, et al. A scoping review to improve conceptual clarity of interprofessional interventions. Journal of Interprofessional Care. 2011;25(3):167-74.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Gizem İrem Kınıklı

Zafer Erden

Melih Elçin

Diane Clark Bu kişi benim

Yayımlanma Tarihi 14 Mart 2017
Gönderilme Tarihi 31 Ekim 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 1 Sayı: 3

Kaynak Göster

APA Kınıklı, G. İ., Erden, Z., Elçin, M., Clark, D. (2017). TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI. Gazi Sağlık Bilimleri Dergisi, 1(3), 22-35.
AMA Kınıklı Gİ, Erden Z, Elçin M, Clark D. TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI. Gazi Sağlık Bil. Mart 2017;1(3):22-35.
Chicago Kınıklı, Gizem İrem, Zafer Erden, Melih Elçin, ve Diane Clark. “TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI”. Gazi Sağlık Bilimleri Dergisi 1, sy. 3 (Mart 2017): 22-35.
EndNote Kınıklı Gİ, Erden Z, Elçin M, Clark D (01 Mart 2017) TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI. Gazi Sağlık Bilimleri Dergisi 1 3 22–35.
IEEE G. İ. Kınıklı, Z. Erden, M. Elçin, ve D. Clark, “TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI”, Gazi Sağlık Bil, c. 1, sy. 3, ss. 22–35, 2017.
ISNAD Kınıklı, Gizem İrem vd. “TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI”. Gazi Sağlık Bilimleri Dergisi 1/3 (Mart 2017), 22-35.
JAMA Kınıklı Gİ, Erden Z, Elçin M, Clark D. TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI. Gazi Sağlık Bil. 2017;1:22–35.
MLA Kınıklı, Gizem İrem vd. “TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI”. Gazi Sağlık Bilimleri Dergisi, c. 1, sy. 3, 2017, ss. 22-35.
Vancouver Kınıklı Gİ, Erden Z, Elçin M, Clark D. TIP ÖĞRENCİLERİNDE FİZYOTERAPİ MESLEĞİ FARKINDALIĞI:MÜFREDAT ÇALIŞMASI. Gazi Sağlık Bil. 2017;1(3):22-35.