Yıl: 2014 Cilt: 42 Sayı: 1 Sayfa Aralığı: 1 - 5 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Teaching our students, our residents and ourselves

Öz:
Anesteziyoloji eğitimi, yoğunlaştığı alan tıpta uzmanlık olmakla birlikte, tıp eğitiminin tüm kademe ve alanlarını kapsamalıdır. Anestezistler, çok-disiplinli yaklaşımları, temel ve klinik bilimleri entegre edebilmeleri ve cerrahi-dahili bilimler arasındaki köprü rolleri ile, özellikle mezuniyet öncesi eğitimde yararlı olabilirler. Asistan eğitiminde geleneksel usta-çırak modeli yerine temel yeterlikler, beceriler ve profesyonellik ilkelerine dayalı bir model benimsenmelidir. Kendimizi, yani uzmanları eğitirken ise, sürekli mesleki gelişim, akademik kariyer ve sürekli tıp eğitimi alanlarındaki ilkelere göre planlama yapılmalıdır. Mezuniyet önecesi eğitimin sorumluluğu üniversitelerde iken, uzmanlık eğitimininki üniversiteler ve ulusal sağlık kurumlarındadır. Bu kademelerin birbirinden kopuk olmaması için sağlık eğitimi kurumları arasında sıkı işbirliği gerekir. Eğitim yaklaşımları belirlenirken, kurumsal tercihler, hedef kitlenin özellikleri ve öğrenme stilleri dikkate alınarak, çeşitli eğitim yaklaşımları örneğin; özellikle riskli ve beceri gerektiren alanlarda simülasyona dayalı eğitim, senaryoya dayalı eğitim, standardize hasta, araştırma, e-Portfolio, koçluk, dergi kulupleri, seminerler, konferanslar, kurslar, olgu sunumları, yatakbaşı tartışmalar, oyunlar kullanılabilir. Eğitim kalitesi ve ortamı kalite güvencesi kapsamında sürekli olarak değerlendirilmelidir. Anesteziyoloji departmanları sağlık eğitiminin her aşamasına ağırlıklarını koymalı, programda kendilerine mutlaka yer açmalı; anesteziyologlar, iyi klinisyen olma yanında öğrencileri, asistanları ve kendilerini daha iyi yetiştirmek için eğitimin tüm yönlerini anlamalıdır.
Anahtar Kelime:

Konular: Cerrahi

Öğrencilerimizi, Asistanlarımızı ve Kendimizi Eğitmek

Öz:
Even though postgraduate medical education has been the focus of interest in anaesthesiology education, in a broader sense the entire medical community can be considered appropriate learners of anaesthesiology. Anaesthesiologists are equipped to teach physiology, pharmacology, resuscitation, pain management, perioperative assessment, and medical technology. For residency training, an approach based on competencies, skills and professionalism should be used instead of the traditional apprenticeship model. When teaching ourselves as qualified anaesthesiologists, areas of continuing professional development, academic career training and continuing medical education should be taken into account. Whereas the responsibility for undergraduate medical education rests with university medical schools, postgraduate medical education is carried out by universities and/or the national health authorities/services. Establishment of partnerships between health-care services and universities should be central to the provision of postgraduate education so as not to dissociate various stages of education. When determining educational strategies, institutional preferences, target populations and their learning styles should be taken into account. To this end, especially for high risk situations simulation-based approaches, scenarios, standardized patients, research, mentoring, journal clubs, seminars, lectures, case discussions, bed-side discussions, courses, games and portfolios have been and are being used widely. Departments of anaesthesiology should establish and maintain a strong presence in undergraduate medical education. Besides being good clinicians, anaesthesiologists should understand all aspects of education and educational outcome in order to better teach students, residents and themselves. Quality of education and the teaching environment should continually be evaluated within the context of quality assurance.
Anahtar Kelime:

Konular: Cerrahi
Belge Türü: Makale Makale Türü: Derleme Erişim Türü: Erişime Açık
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APA Kayhan Z (2014). Teaching our students, our residents and ourselves. , 1 - 5.
Chicago Kayhan Zeynep Teaching our students, our residents and ourselves. (2014): 1 - 5.
MLA Kayhan Zeynep Teaching our students, our residents and ourselves. , 2014, ss.1 - 5.
AMA Kayhan Z Teaching our students, our residents and ourselves. . 2014; 1 - 5.
Vancouver Kayhan Z Teaching our students, our residents and ourselves. . 2014; 1 - 5.
IEEE Kayhan Z "Teaching our students, our residents and ourselves." , ss.1 - 5, 2014.
ISNAD Kayhan, Zeynep. "Teaching our students, our residents and ourselves". (2014), 1-5.
APA Kayhan Z (2014). Teaching our students, our residents and ourselves. Türk Anestezi ve Reanimasyon Dergisi, 42(1), 1 - 5.
Chicago Kayhan Zeynep Teaching our students, our residents and ourselves. Türk Anestezi ve Reanimasyon Dergisi 42, no.1 (2014): 1 - 5.
MLA Kayhan Zeynep Teaching our students, our residents and ourselves. Türk Anestezi ve Reanimasyon Dergisi, vol.42, no.1, 2014, ss.1 - 5.
AMA Kayhan Z Teaching our students, our residents and ourselves. Türk Anestezi ve Reanimasyon Dergisi. 2014; 42(1): 1 - 5.
Vancouver Kayhan Z Teaching our students, our residents and ourselves. Türk Anestezi ve Reanimasyon Dergisi. 2014; 42(1): 1 - 5.
IEEE Kayhan Z "Teaching our students, our residents and ourselves." Türk Anestezi ve Reanimasyon Dergisi, 42, ss.1 - 5, 2014.
ISNAD Kayhan, Zeynep. "Teaching our students, our residents and ourselves". Türk Anestezi ve Reanimasyon Dergisi 42/1 (2014), 1-5.