T?bbi profesyonalizm alg?s?: Kavramsal bir ?er?eve

摘要

Ama?: Bu ara?t?rmada, hekimlerin t?bbi profesyonalizmi nas?l kavramsalla?t?rd?klar?n?n belirlenmesi ama?lanm??t?r. Gere? ve Y?ntem: Bu ara?t?rma, fenomenolojik bir ?al??ma olarak planlanm??t?r. Verilerin analizi, transkripsiyon, kodlama, anlam ünitelerinin ve anahtar s?zcüklerin belirlenmesi ve kavramsal ?er?evenin olu?turulmas? a?amalar? ile ger?ekle?tirilmi?tir. Bulgular: Hekimlerin, t?bbi profesyonalizmi, duygusal, hizmet ve felsefik olarak ü? boyutta ve on yedi ba?l?k alt?nda kavramsalla?t?rd??? saptanm??t?r. Bu ba?l?klar, ki?isel ahlak-temel evrensel insani de?erler, mesleki etik ve de?erler, mesleki bilgi ve beceride yetkinlik, ki?ileraras? etkile?im, ??renme ve ??retme becerileri, adanm??l?k-fedakarl?k-?zveri, hasta yarar?n? ?nceleme, mesleki politik anlay?? ve sosyal sorumluluk, üst düzey beceriler, ?zel ya?am ile mesleki ya?ant?y? dengeleme, fiziksel g?rünüm, entellektüel ve sanatsal beceriler, mesleki hakimiyet, mesleki ?zerklik, mesleki ?rgütlülük, ticari tutum ve sosyal s?zle?meyi i?ermektedir. Belirlenen ba?l?klar?n t?bbi profesyonalizmi olduk?a geni? bir perspektifte kapsad??? dikkat ?ekmektedir. Sonu?: Bu ara?t?rmadaki ?rneklem ?e?itlili?i g?stermi?tir ki; ortaya ??kan kavramsal ?er?eve, ülkedeki t?p mesle?i mensuplar?n? temsil edebilir ve bu ?er?eve i?inde belirlenen ba?l?klar t?p fakültelerinde t?bbi profesyonalizm ile ilgili e?itim programlar? olu?turulurken yol g?sterici olabilir. Objective: This research is designed to show how doctors conceptualize medical professionalism. Materials and Methods: This research is a phenomenological study. The transcription, the codification and the determination of the meaning of entities and key words, and the consistance of a conceptual framework is produced by an analysis of the data. Results: It has been found that doctors conceptualize medical professionalism under seventeen headings and in three dimensions: emotional, service and philosophical. Attention is drawn to the fact that these headings encapsulate medical professionalism in a broad perspective by including headings such as personal morality/ universal humane values, professional ethics and values; expertise in professional knowledge and skill; interpersonal interaction; learning and teaching skills; sacrifice-alturism; the priority of patient interest; professional political understanding and social responsibility; metacognitive skills; balancing between private and professional life; physical appearance; intellectual/artistic skills; professional dominance; professional autonomy; professional organization; commercialism and social contract. The fact that the headings thus defined, explain medical professionalism in a broad perspective, is striking. Conclusion: The diversity of the samples shows that the conceptual framework put forward can represent all of the participants of the medical profession and the headings defined can be taken as providing a path for the education in medical professionalism at medical schools in Turkey.