National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents

Budakoğlu, Işıl İrem; Çoşkun, Özlem; Ergün, Mehmet Ali

doi:10.5152/balkanmedj.2013.9145

Cited by 6 publications

(4 citation statements)

References 15 publications

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“…The study concluded that increasing skills training in undergraduate medical education may increase the competency level of medical students. 12 Due to the fact that in medical practice the physician must be in contact with the law, it is crucial that medical students have training concerning their legal duties. The forensic medicine curriculum should provide proper orientation to medico-legal cases.…”

Section: Discussionmentioning

confidence: 99%

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Undergraduate teaching of forensic medicine in Saudi Arabia

et al. 2016

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Medico-legal tasks are not exclusive to forensic medical experts -any physician may face medico-legal issues in his career. Hence, the practice of medicine requires education in legal issues. In Saudi Arabia, there are 30 universities with medical colleges, but we do not know how they teach undergraduate forensic medicine and medico-legal issues. The aim of this study was to discover undergraduate training courses in forensic medicine in Saudi universities. We conducted a cross-sectional study involving all colleges of medicine in Saudi Arabia. A structured, self-administered questionnaire containing 13 items relating to the undergraduate forensic medicine course was distributed. Out of a total of 30 universities, 27 universities responded. Of these 27 universities, 16 (59.26%) teach forensic medicine to undergraduate medical students, and 11 (40.74%) do not teach forensic medicine in their undergraduate curriculum. Of the 27 universities that responded, none has a department of forensic medicine. Eleven universities that do not teach forensic medicine have no forensic medicine unit/division or faculty at all. Forensic medicine belongs to the pathology department in 11 universities, while it belongs to different departments in five universities. There is variation in teaching methods, years where the course is taught and length of the course. Practical and morgue visits take place in 7/16 (43.8%) universities, while 9/16 (56.3%) universities only teach the theoretical aspects of forensic medicine. All 16 universities teach forensic medicine only to medical students and do not teach it to students in other colleges such as dentistry and nursing.

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Section: Discussionmentioning

confidence: 99%

“…The study concluded that increasing skills training in undergraduate medical education may increase the competency level of medical students. 12…”

Section: Discussionmentioning

confidence: 99%

Undergraduate teaching of forensic medicine in Saudi Arabia

et al. 2016

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“…However, the participants in this study were limited to 55 family physicians (5). The other study's participants are residents, not primary care physicians, and the skills are from the NCC-2002 (6).…”

Section: Introductionmentioning

confidence: 99%

Ulusal Çekirdek Eğitim Programındaki Hekimlik Uygulamaları: Türkiye’deki Birinci Basamak Hekimlerinin Ulusal Çapta Araştırılması

Çoşkun

Kıyak

Öztaş

et al. 2021

Konuralp Tıp Dergisi

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Objective: Core curriculum describes the basic standard of medical education. In this study, we aimed to investigate primary care physicians' views on the minimum level of competency required in a general practitioner about skills listed in the National Core Curriculum for Undergraduate Medical Education-2014 (NCC-2014 and whether they feel competent in these skills. Methods: Between October 1, 2017 and September 1, 2018, 27652 primary care physicians who work in Turkey were surveyed about the skills listed in the NCC-2014. The participants rated the minimum competency for every skill on 0-4 level, and also stated whether they felt that the primary care physicians were competent. Results: 4117 (14.9%) participants answered entire questions. Out of 136 skills, "Level3-Should be able to do the skill in cases which are frequent and not complex" was the most selected category for 123 (90.4%) skills, "Level2-Should be able to do the skill according to the guidelines in a state of emergency" was the most selected category for 10 (8.1%) skills, and "Level4-Should be able to do the skill even in complex cases" was the most selected category for 3 (2.2%) skills by participants. Conclusions: The participants are generally willing to perform skills, but according to them, some of the skills are complex. There are differences between the required competency levels in the NCC-2014 and the opinions of participants. Since physicians' views are important for curriculum development, medical curriculum developers around the world would benefit from findings of this study.

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“…We refer to an interesting paper published in your journal in 2014 on the important topic of undergraduate medical curriculum in Turkey, evaluated by residents (1), and we intend to add students’ opinion on some aspects of university medical education in our country, focusing on internal medicine. Internal medicine is one of the oldest medical specialties that can be considered as the cornerstone of the health care system in Western societies (2).…”

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confidence: 99%