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Amaç: Deri hastalıklarının çoğu öncelikle birinci basamak sağlık kuruluşlarındaki hekimler tarafından görüldüğü için öğrencilik döneminde verilen dermatoloji eğitimi sık sık güncellenmelidir. Vakaya dayalı öğrenme modelinde bilginin belli bir olguya odaklandırılarak gözden geçirilmesi hedeflenir. Çalışmamızda üniversitemizdeki öğrencilere verilen dermatoloji stajı eğitiminin yeterlilik düzeyinin değerlendirilmesi ve vakaya dayalı öğrenme metodunun öğrenci eğitimine katkısının değerlendirilmesi amaçlanmıştır. Gereç ve Yöntem: İnönü Üniversitesi Tıp Fakültesi’nde eğitim gören 47 altıncı sınıf öğrencisi çalışmaya dahil edildi. Eğitim öncesi öğrencilere birinci basamak sağlık kuruluşlarında en sık rastlanan hastalıklardan seçilen 10 vaka resmi (sırasıyla pedikülozis kapitis, tinea kapitis, herpes genitalis, tinea fasiyalis, erizipel, zona zoster, viral siğil, ürtiker, seboreik dermatit ve atopik dermatit) gösterildi. Her resim için tanı ve tedavi cevaplarının yazılabileceği boş alanlar içeren açık uçlu anketler dağıtıldı. Cevaplar toplandıktan sonra resimlerdeki vakaların tanı ve tedavileri anlatıldı. Eğitim tamamlandıktan sonra anketler tekrarlandı. Bulgular: Eğitim öncesi ve sonrası tanıya yönelik verilen cevaplar karşılaştırıldığında iki, dört, beş, yedi ve sekizinci sorularda istatistiksel olarak anlamlı fark bulundu (p< 0,05). Eğitim öncesi ve sonrası tedaviye yönelik verilen cevaplar karşılaştırıldığında bir, üç, dört, altı, yedi ve sekizinci sorularda istatistiksel olarak anlamlı fark tespit edildi (p< 0,05). Sonuç: Çalışmamızda vaka görselleri üzerinden yapılan eğitimde doğru tanı oranlarının eğitim öncesine göre belirgin olarak arttığı tespit edildi. Bu sonuç dermatoloji stajında vaka temelli eğitimin önemini göstermektedir.
Objective: Since most of the skin diseases are seen primarily by physicians in primary health care institutions, dermatology training given during the student period should be updated frequently. The case-based learning model aims to review information by focusing on a particular case. The aim of this study was to evaluate the proficiency level of dermatology internship education given to students in our university and to evaluate the contribution of case-based learning method to student education. Materials and Methods: Forty seven sixth grade students studying at the University Faculty of Medicine were included in the study. Before the training, 10 case pictures (pediculosis capitis, tinea capitis, herpes genitalis, tinea facialis, erysipelas, zona zoster, viral wart, urticaria, seborrheic dermatitis and atopic dermatitis) were shown to the students. Open-ended questionnaires were distributed for each picture with blank spaces for diagnosis and treatment answers. After the answers were collected, the diagnosis and treatment of the cases were explained. After the training was completed, the questionnaires were repeated. Results: When the answers given before and after education were compared, a statistically significant difference was found in the questions two, four, five, seven and eight (p <0.05). When the answers given before and after the training were compared, a statistically significant difference was found in the questions one, three, four, six, seven and eight (p <0.05). Conclusion: In our study, it was found that accurate diagnosis rates increased significantly when compared with pre-training in case-based education. This result shows the importance of case-based education in dermatology internship.
Objective: Since most of the skin diseases are seen primarily by physicians in primary health care institutions, dermatology training given during the student period should be updated frequently. The case-based learning model aims to review information by focusing on a particular case. The aim of this study was to evaluate the proficiency level of dermatology internship education given to students in our university and to evaluate the contribution of case-based learning method to student education. Materials and Methods: Forty seven sixth grade students studying at İnönü University Faculty of Medicine were included in the study. Before the training, 10 case pictures (pediculosis capitis, tinea capitis, herpes genitalis, tinea facialis, erysipelas, zona zoster, viral wart, urticaria, seborrheic dermatitis and atopic dermatitis) were shown to the students. Open-ended questionnaires were distributed for each picture with blank spaces for diagnosis and treatment responses. After the answers were collected, the diagnosis and treatment of the cases were explained. After the training was completed, the questionnaires were repeated. Results: When the answers given before and after education were compared, a statistically significant difference was found in the questions two, four, five, seven and eight (p <0.05). When the answers given before and after the training were compared, a statistically significant difference was found in the questions one, three, four, six, seven and eight (p <0.05). Conclusion: In our study, it was found that accurate diagnosis rates increased significantly when compared with pre-training in case-based education. This result shows the importance of case based education in dermatology internship.
Field : Sağlık Bilimleri
Journal Type : Uluslararası
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