No abstract

This study investigated the effect of acupuncture, hypnotherapy, and pharmacotherapy in migraine treatments among 90 patients. They were divided into 3 groups of 30 persons each. Group 1, Group 2, and Group 3 were treated with acupuncture, hypnotherapy, and pharmacotherapy, respectively. Changes in the visual analog scale (VAS) and Migraine Disability Assessment (MIDAS) scores from baseline were monitored. Reductions in the percentages of the VAS and MIDAS scores at the end of the third month were significantly higher in the acupuncture and hypnotherapy groups than those of the pharmacotherapy group (p < .01). Acupuncture and hypnotherapy can be developed as treatment options alone as an equivalent to conventional treatment.

Objective: The Enneagram of Personality is an ancient model of human personality, principally understood and taught as a typology of nine interconnected personality types. The aim of this study was to develop a Turkish inventory based on the Enneagram principles. Methods: The authors developed an instrument based on expert opinion and the Delphic method. The final questionnaire consisting of 44 questions was applied to a sample of 156 Turkish-speaking participants using a Likert scale ranging from 0 to 6. Expert validation, factor analysis, and internal consistency were applied. The categorization done by the inventory was validated against the personality type classification made by an expert. Data analysis was done with the SPSS version 20. Results: Of the participants, 89 were females (57.4%) and 66 were males (42.6%). Mean age of the participants was 30.52±10.0 years. Most of the participants were university graduates/students (n=113; 72.4%). Cronbach alpha value for the total items was 0.839 with a split half value of 0.817 for part 1 and 0.757 for part 2. Guttman Split-Half Coefficient was calculated as 0.520. Confirmatory factor analysis showed that the nine components explained more than 60% of the total variance. In the confirmatory factor analysis, all items, except item 22, had factor loadings ranging from 0.411 to 0.829. Mean sensitivity and specificity of the instrument for detecting different personality types were high (82.8% and 97.8% respectively). While specificity was above 94% for all domains, sensitivity for type 4 personality was 66.7%. Conclusion: We have concluded that the Taştan Personality Type Inventory is a useful tool in identifying personality types according to the Enneagram principles in Turkish citizens.

Objective: Studying medicine is hard and it takes longer time compared to other majors. In addition, medical students find medical education boring. It is now necessary to turn medical education into an enjoyable and interesting way. The aim of this study is to evaluate the impact of an educational program related to how to learn taking medical history and how an effective patient-doctor interview should be. The program is structured in various scenarios, on the students learning skills, by the "role playing" method. Materials and Methods:A scenario prepared by the lecturer was employed in this study. While one of the students acted in a doctor role, the other one played in the role of patient's relative. The lecturer always played in the role of patient. After performing the role playing, students' written and oral feedbacks were gathered. Data were analysed by using SPSS 20.0 program. Results:A total of 470 feedbacks (51.3% were given by the female students) were taken from the students. Thirty-three volunteer students, nineteen of them were male, took part in the role playing. In the patient-doctor interview, the field that students were best were greeting the patients and dealing only with patients during the examination. The mean scores were 3.81±0.95 and 3.79±0.94 respectively. The ability to "summarize" and to "address the patient with his/ her name" had the lowest scores; the mean scores of the students in these areas were 2.94±1.11 and 2.70±1.31, respectively. Conclusion:Medical education is a long and tough process. Therefore, it should be interesting, attention getting and cheerful. Role playing can be effective in meeting that need.Keywords: Role-playing, students of medicine, communication ÖzetAmaç: Tıp fakültesi eğitimi zor, diğer fakültelere göre eğitim süresi uzun olup öğrenciler tarafından sıkıcı olarak algılanmaktadır. Tıp eğitimini daha keyifli ve ilginç hale getirme bir zorunluluk olmuştur. Doktor-hasta iletişiminde öğrencilere iyi iletişim kurma becerisi kazandırmak için role playing kullanılabilir.Bu çalışmada amaç öğrencilerin "role playing" yön-temi ile tıbbı hikâye alma ve etkili hasta hekim görüşmesinin nasıl olması gerektiğini öğrenme becerisinde senaryolarla yapılandırılmış bir eğitim uygulamasının etkisinin değerlendirilmesidir. Gereç ve Yöntem:Bu çalışmada öğretim üyesinin hazırladığı senaryolar kullanıldı. Öğrencilerle senaryolar üzerinde çalışıldı. Bir öğrenci doktor rolünü oynarken gerektiğinde bir öğrenci de hasta yakını rolünü oynadı. Dersi anlatan öğretim üyesi de çoğunlukla hasta rolünü oynadı. Rol oynama bittikten sonra da geri bildirimler yazılı ve sözlü olarak alındı. Veriler Statistical Package for Social Sciences (SPSS) 20,0 bilgisayar programına girilerek analiz edildi. Bulgular:Toplam 470 defa öğrencilerden geribildirim alındı. Geribildirim veren öğrencilerin %51,3'ünü (n=241) kız öğrenciler oluşturmak-taydı. Rol oynayan öğrencilerin on dokuzu erkekti ve toplam 33 öğrenci rolünü gönüllü olarak oynadı. Öğrencilerin tıbbi öykü alma ve hasta görüşmesinde en iyi ol...

Objective: In this study, it was aimed to investigate the effect of simulated patient and education on the empathy levels of third-year students in medical school. Methods: The study was carried out with 269 volunteer students. As a data collection tool, a short information form and the Jefferson Empathy Scale-Student Form were used. The scale was applied twice before and after the interview. Paired t test and Wilcoxan test were used for comparisons between the two groups. Results: The average age of the students was 21±2.04 and 54.6% (n=147) were female. Total empathy scores of the students was found as 116.63±17.86 before the interview, and 117.35±18.48 after the interview, but this increase was not statistically significant (p>0.05). After the interview, a significant increase in the total empathy scores of female students (p<0.05) was detected. Women's total empathy scores before and after the interviews were significantly higher than male students (p<0.05). The total scores of the students who prefered the medical school due to their ideal/willingness to help people before (117.92±17.15) and after (119.10±17.68) the interview was significantly higher than the students who prefered the medical school due to other reasons (p=0.01). No significant difference was found between the empathy scores of students with and without doctors in their family (p>0.05). Ninety-four percent of the students emphasized that empathy was what they realized as the most important thing in this interview. Conclusions: Education with the simulated patient affects empathy attitudes. After the experience of giving bad news with the simulated patient, nearly all of the students understood the importance of empathy in patient-physician communication.