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Postgraduate Training in Medicine Dr. Orhan ALİMOĞLU İstanbul Medeniyet University.

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Presentation on theme: "Postgraduate Training in Medicine Dr. Orhan ALİMOĞLU İstanbul Medeniyet University."— Presentation transcript:

1 Postgraduate Training in Medicine Dr. Orhan ALİMOĞLU İstanbul Medeniyet University

2 Postgraduate Medical Training Postgraduate medical training is a work-based education where learning and teaching takes place in a clinical context. On the one hand, the young doctor (trainee) is under education, and on the other hand, he/she is a member of the staff in the clinical department. The clinical departments face the challenge of creating an educational environment that is supportive and learning-oriented, and at the same time meeting the demands from society to deliver efficient clinical services and research. Malling et al. BMC Medical Education 2010, 10:62

3 A common feature in medical training is the need for supervision and feedback among trainees and for being engaged in the responsibility for patients. Furthermore, trainees need to be appreciated and valued as team members. The challenge is to find a proper balance between involving trainees in patient treatment, and at the same time ensure patient safety and meet demands for a high production. Malling et al. BMC Medical Education 2010, 10:62 Postgraduate Medical Training

4 However, the concept “educational climate” has been used indiscriminately with culture, environment or learning context. Nevertheless, all of these concepts include the same elements: –atmosphere, –the connection and personal relation with colleagues, –openness to questions, –appropriateness of supervision and feedback, –working conditions and organisation of the work. Malling et al. BMC Medical Education 2010, 10:62 Postgraduate Medical Training

5 The educational climate may differ considerably across clinical departments. In order to be able to change the educational climate, it is relevant to find out who contributes to this climate and to the specific ways of behavior and “living” in the clinical departments. Malling et al. BMC Medical Education 2010, 10:62 Postgraduate Medical Training

6 Although all employees take part in developing the culture in a department, the leaders are in a position to deliberately influence the culture. Leaders can influence the educational climate by prioritising and attending a variety of activities in the department, and by role-modelling. Malling et al. BMC Medical Education 2010, 10:62

7 Current Auxiliary Tools for Medical Education

8 Continuing Proficiency in Highest Levels Possible Scientific knowledge and technical skills should continuously be;Scientific knowledge and technical skills should continuously be; –Updated, –Developed, –Specific information and techniques presented in different formats by the specialists of the subjects must be learnt and integrated with the individuals’ own practice.

9 Web Sources 1.Multimedia (Video) 2.E-books 3.Evidence-based medical data 4.Medical practice guidelines 5.Journal database 6.Literature databese 7.Citation inquiry

10 1.Multimedia-Video Access Medicine (McGraw Hill)Access Medicine (McGraw Hill) –http://www.accessmedicine.com/audioVide o.aspx o.aspxhttp://www.accessmedicine.com/audioVide o.aspx

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12 2. E-books Access Medicine (McGraw Hill)Access Medicine (McGraw Hill) –http://www.accessmedicine.com/text books.aspx books.aspxhttp://www.accessmedicine.com/text books.aspx MD ConsultMD Consult –http://www.mdconsult.com

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15 3. Evidence-based medical data Access Medicine (McGraw Hill)Access Medicine (McGraw Hill) –http://www.accessmedicine.com/diag.aspx BMJ Best PracticeBMJ Best Practice –http://bestpractice.bmj.com, Cochrane LibraryCochrane Library –http://www.thecochranelibrary.com Up To DateUp To Date –http://www.uptodate.com/online

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20 4. Medical practice guidelines Access Medicine (McGraw Hill)Access Medicine (McGraw Hill) –http://www.accessmedicine.com/guidelines.aspx National Guideline ClearinghouseNational Guideline Clearinghouse –http://guidelines.gov/ National Comprehensive Cancer Network (NCCN) GuidelinesNational Comprehensive Cancer Network (NCCN) Guidelines –http://www.nccn.org/professionals/default.aspx

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24 5. Journal database Science DirectScience Direct –http://www.sciencedirect.com SpringerSpringer –http://www.springer.com OvidOvid –http://gateway.ovid.com/autologin.html KargerKarger –http://www.karger.com Wiley Interscience – Blackwell SynergyWiley Interscience – Blackwell Synergy –http://onlinelibrary.wiley.com EBSCOHOSTEBSCOHOST –http://search.ebscohost.com BMJ JournalsBMJ Journals –http://group.bmj.com/group/media/bmj-journals-information-centre

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32 6. Literature database Medline (Index Medicus)Medline (Index Medicus) –http://www.pubmed.com –http://www.medscape.com –http://www.mdconsult.com –http://bestpractice.bmj.com

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37 7. Citation inquiry Web of ScienceWeb of Science –http://isiknowledge.com/ Google ScholarGoogle Scholar –http://scholar.google.com.tr/

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40 Harite üzerinde katılan Üniversiteler TURKEY ALGERIA 3755 EGYPT IRAQ 7662 JORDAN LEBANON LIBYA 1628 TUNISIA PALESTINE 1246 QATAR 2151 SUDAN 7680 UAE 4230 YEMEN 1635 BAHRAIN 1177 Medical Scientific Publications (All times) SOMALIA 1496

41 The Role of Collaborative Academic Partnerships in Medical Training, Education, and Research

42 Examples of Collaboration 1) University of California San Francisco (UCSF) - Bellagio Essential Surgery Group; 2) USCF - Makerere University, Uganda; 3) Vanderbilt - Baptist Medical Center, Ogbomoso, Nigeria; 4) Vanderbilt - Kijabe Hospital, Kenya; 5) University of Toronto, Hospital for Sick Children - Ministry of Health in Botswana; 6) Harvard (Brigham and Women’s Hospital and Children’s Hospital Boston) - Partners in Health in Haiti and Rwanda. Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative Academic Partnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

43 Collaboration The term “academic partnerships” describes a variable set of experiences among a number of different institutions. Rotation between different clinics Exchange among trainers / counselors Residency programs Inspiring the medical students and residents for education & research The transfer of clinical experiences Seminars Strengthening the determination for education, research, and service Development of educational resources, and establishment of additional funds for education Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative Academic Partnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

44 Collaboration The development of a curriculum for the principles of medical sciences to increase knowledge and skills To establish an environment of common confidence and respect To establish common learning goals To establish cooperation for researches To distribute administrative functions according to local requirements Multidisciplinary approach Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative Academic Partnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

45 EXAMPLE FOR CONTINUING MEDICAL EDUCATION TÜRKİYE – YEMEN

46 CONTINUING MEDICAL EDUCATION (CME) YEMEN Bilateral Agreements for Medical Fellowship Program University of Science and Technology Hospital, Sana’a, Yemen İstanbul Medeniyet University Kartal Koşuyolu Training and Research Hospital Ümraniye Training and Research Hospital Baltalimanı Osteopathic Hospital Bezmialem Vakıf University

47 CONTINUING MEDICAL EDUCATION (CME) YEMEN Medical Fellowship Program is successfully continued, and 15 Yemeni Doctors have attended the 2-months-fellowship program in Istanbul since 2012: Cardiology General Surgery Pediatrics Urology Hospital Management

48 CONTINUING MEDICAL EDUCATION (CME) YEMEN We organized 5 Academic Congresses with international participants. 1 st Turkish-Yemeni Surgical Congress, 2012, Sana’a, 7 Professors 1 st Turkish-Yemeni Cardiovascular Surgery Congress, 2012, Sana’a, 14 Professors 1 st Turkish-Yemeni Dental Congress, 2012, Sana a, 6 Professsors 1 st Turkish-Yemeni Emergency Medicine Congress, 2013, Sana’a, 14 Professors 1 st Trauma & Rescusitation Course, 2013, Sana’a, 6 Professors

49 CONTINUING MEDICAL EDUCATION (CME) YEMEN

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52 EXAMPLE FOR POSTGRADUATE MEDICAL TRAINING TÜRKİYE – SOMALIA

53 POST-GRADUATE EDUCATION SOMALIA Bilateral Agreements for Medical Trainings: The largest university Hospital in Somalia, Benadir University Hospital İstanbul Medeniyet University These agreements include: Trainings for Doctors, Nurses, Health Workers Post-Graduate Medical Education

54 POST-GRADUATE EDUCATION SOMALIA Post-Graduate Medical Education in Somalia We initiated the only “Post-Graduate Medical Education” program in Somalia with the support of Benadir University and İstanbul Medeniyet University. Somalia’s ONLY Post-Graduate program has started in two majors: General Surgery Emergency and Trauma Surgery

55 POST-GRADUATE EDUCATION SOMALIA Post-Graduate Medical Education in Somalia The program includes various academic lectures and residency periods in Benadir University Hospital, and in Istanbul Medeniyet University Göztepe Training & Research Hospital. First year, 10 selected by exam, Second year 2, totally 12 Somalian doctors has enrolled into the program. Two months in Istanbul each year.

56 POST-GRADUATE EDUCATION SOMALIA

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58 FURTHER EDUCATION PROJECTS Postgraduate Training Continuing Medical Education MoU Between Universities and Hospitals Long Distance Training (TELE-MEDICINE) Training for Other Health Workers Congresses

59 Thank you…


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