Ankara ilinde e?itim alan aile hekimli?i asistanlar?n?n e?itim gereksinimlerinin de?erlendirilmesi

摘要

Aim. Especially for adults, the first step in the development of a training curriculum is to determine the training needs. The aim of this study is to evaluate the training needs according to core competencies by the opinions of Family medicine residents that are educated in Ankara and to contribute to creation of a standardized training curriculum. Method. Residents educated in Family medicine departments of Universities and Training and Research Hospitals in Ankara between March 01 and June 01, 2012 were the universe of this cross-sectional study. The questionnaire formed by the investigators was applied to those who accepted. Results. Seventy seven (64.1%) residents of a total of 120 were reached. Post-residency working decisions of the residents were field practice by 42.9%, academic plans by 40.3%, private practice by 7.8%, working non-medical by 1.3% and uncertain by 7.8%. According to self-evaluations of residents about practice and competencies, they had less opportunity to practice about the issues like: dying patient care, adolescent health and counseling, basic newborn care, substance abuse, abuse and violence, environment related illnesses and occupational diseases, home care, life and death issues. According to ‘How do I learn best?’ survey results, preferred methods were auditory (n: 40), kinesthetic (n: 28), reading (n: 28) and visual (n: 12) respectively. Conclusion. Family medicine specialty training consists of hospital rotations, primary care practice training and educational activities. The issues that were mentioned by the residents as less practiced, should be included into the educational activities and primary care practice training. 40.3% of the residents, especially graduated at or after the year 2006, were planning to be academics (p: 0.01). One of the basic features of being an academic is reading scientific papers to follow up-to date information, but residents stated that they were not reading Turkish and English papers with sufficient frequency. Most preferred learning style was auditory, but it is known that using more than one method in educational programmes will improve consistency of learning.