Browsing by Subject "Education, Medical, Continuing"

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    Sonographic training in rheumatology: A self teaching approach
    (2003) Filippucci E.; Unlu Z.; Farina A.; Grassi W.
    Objective: To evaluate a self teaching approach to be followed by a novice without previous practical experience in musculoskeletal ultrasonography. Methods: The novice was given short general training (two hours) by an experienced sonographer focusing on the approach to the ultrasound equipment, and asked to obtain the best sonographic images of different anatomical areas as similar as possible to the "gold standard" pictures in the online version of the guidelines for musculoskeletal ultrasonography in rheumatology (free access at http://www.sameint.it/eular/ultrasound). At the end of each scanning session, both novice and tutor scored "blindly" all the images from 0 (the lowest quality) to 10 (the highest quality), with a minimum quality score of 6 considered acceptable for standard clinical use. The tutor then explained how to improve the quality of the pictures. Fourteen consecutive inpatients (seven with rheumatoid arthritis, three with psoriatic arthritis, two with reactive arthritis, and two with osteoarthritis) and five healthy subjects were examined. Ultrasound examinations were performed with a Diasus (Dynamic Imaging Ltd, Livingston, Scotland, UK) using two broadband linear probes of 5-10 and 8-16 MHz frequency. Results: Sonographic training lasted one month and included 30 scanning sessions (24 hours of active scanning). 243 images were taken of the selected anatomical areas. The mean time required to produce each image was 6 minutes (SD 4.2; range 1-30). At the end of the training, the novice scored ≥6 for each standard scan. Conclusion: A novice can obtain acceptable sonographic images in 24 non-consecutive hours of active scanning after an intensive self teaching programme.
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    Experience of workplace violence during medical speciality training in Turkey
    (2008) Acik Y.; Deveci S.E.; Gunes G.; Gulbayrak C.; Dabak S.; Saka G.; Vural G.; Can G.; Bilgin N.G.; Dundar P.E.; Erguder T.; Tokdemir M.
    Aims: To determine the type, extent and effects of workplace violence among residents during postgraduate speciality training in various departments of medical schools in Turkey. Methods: A cross-sectional survey was conducted in seven medical schools representing all geographical regions of Turkey. All physicians in speciality training in the selected medical schools were asked to complete a semi-structured 'violence questionnaire' addressing the type (emotional, physical and sexual) and extent of violence experienced, the perpetrators of the violence and the victim's reactions to the experience. Results: A total of 1712 residents out of 2442 completed the questionnaire. In all, 68% indicated they had experienced some form of workplace violence, 67% had experienced verbal violence, 16% had experienced physical violence and 3% had experienced sexual violence. The victims' most prevalent reactions to violence included being deeply disturbed but feeling they had to cope with it for the sake of their career (39%), being distressed (26%) but considering that such events are common in all occupations and discounting it and being confused and bewildered and unsure how to respond (19%). The most frequently named perpetrators of verbal violence were relatives/friends of patients (36%) and academic staff (36%), followed by other residents/senior residents (21%), patients (20%), heads of department (13%) and non-medical hospital staff (6%). Conclusions: Physicians in speciality training in medical schools in Turkey are subject to significant verbal, physical or sexual violence. Precautions to prevent such exposure are urgently needed. © The Author 2008. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved.
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    Influence of education on primary care physicians' knowledge on childhood allergy as a systemic disease and the atopic march
    (2011) Yilmaz O.; Reisli I.; Tahan F.; Orhan F.; Boz A.B.; Yuksel H.
    Background: There are many educational events for physicians in different countries covering one or some of the allergic diseases. Most of these educational events have been reported to improve care by the physicians. The aim of this study was to determine the baseline knowledge of general practitioners (GP) regarding the systemic nature of childhood allergy and atopic march, and to assess the influence of an educational event on this baseline knowledge. Methods: Two hundred and two GPs from five different cities in Turkey who attended education seminars were enrolled. All GPs were received the questionnaire both before and after the seminar. The questionnaire had statements about the systemic nature of childhood allergies and the atopic march, and GPs were asked to mark their degree of agreement as (completely true, partially true, wrong). Results: Mean age of GPs was 38.6 ± 6.0 years. Mean duration after graduation from medical faculty was 13.9 ± 6.5 years. There was significant improvement in answers after education. The statement " Frequency of allergic rhinitis and asthma is not as high as expected in children with atopic dermatitis" was regarded " wrong" by 60.9% but increased to 94.3% after the education (p < 0.001). Systemic nature of allergy was approved by 72.8%, which increased to 99% after the education (p < 0.001). Adrenalin as first line treatment in anaphylaxis treatment was appreciated by a higher number of GPs with the education (p < 0.001). Conclusion: Many GPs lack updated information about the systemic nature of paediatric allergic diseases and a single educational event may improve their knowledge significantly. © 2010 SEICAP.
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    Assessing the knowledge in primary health care following an educational course structured in the context of gard chronic airway diseases national control program; [Türkiye kronik hava yolu hastalıkları önleme ve kontrol programı (GARD Türkiye) birinci basamakta çalışan hekim eğitimi bilgi değerlendirme sonuçları]
    (Ankara University, 2017) Öner Erkekol F.; Köktürk N.; Mungan D.; Saçkesen C.; Önen Z.P.; Özkan S.; Balkan A.; Ergün P.; Kocabaş C.N.; Baran Aksakal N.; Ekıcı B.; Özkan Altunay Z.; Gemıcıoğlu B.; Yorgancıoğlu A.
    Introduction: Chronic obstructive pulmonary diseases are common causes of disease in the community and account for considerable percent of the caseload in primary health care facilities. For this reason, it is important to question and improve the knowledge of primary health care physicians. This study is designed to assess the level of knowledge for bronchial asthma and COPD of the primary healthcare physicians, both before and immediately after an educational course structured in the context of GARD Chronic Airway Diseases National Control Program. Materials and Methods: The participating physicians attended an intensive educational course on asthma and COPD. Twenty five item questionnaires for asthma and COPD were administered to the participants both before and immediately after the end of the course. Contribution of education to the level of knowledge was investigated by comparing the percentages of the correct answers in the pre-and post-test. Results: From 11 different cities, 1817 and 1788 primary health care physician were attended to the asthma and COPD educations, respectively. The accuracy rate of ≥ 75% was obtained from only 4 questions in pre-test asthma questionnaire. On the contrary, in 15 questions the accuracy rate was < 50%. The mean accuracy rate for the whole asthma test was 45.8%, and this rate raised to 69.6% after education course. The accuracy rate of ≥ 75% could not be obtained from any of the questions in pre-test COPD questionnaire. On the contrary, in 19 questions the accuracy rate was < 50%. The mean accuracy rate for the whole asthma test was 42.0%, and this rate raised to 71.3% after education course. Conclusion: It has been shown that, in primary care settings, the level of knowledge in asthma and COPD should be enhanced and that this increase can be achieved with an education course. © 2017, Ankara University. All rights reserved.