Öz
Amaç: COVID-19 salgını eğitim sistemlerinin bugüne kadar yüzleştiği en büyük sorunlardan birisi olmuştur. Bu çalışmanın amacı COVID-19 pandemi döneminde Türkiye’de Anesteziyoloji ve Reanimasyon asistanlarının eğitim eksikliklerini belirlemektir.
Gereç ve Yöntem: Çalışmamız Sağlık Bakanlığı ve Ege Üniversitesi Tıp Fakultesi Hastanesi Etik Kurul onayı alındıktan sonra yapılmıştır. Bu çalışma kesitsel bir anket çalışmasıdır. Türkiye’deki Eğitim ve Araştırma Hastaneleri ve Üniversite Hastanelerinde, Anesteziyoloji ve Reanimasyon Uzmanlık Öğrencilerine 32 soru içeren web bazlı anket bilgisayar ortamında TARD onayı ile e-mail ile gönderilerek gerçekleştirilmiştir.
Bulgular: COVID-19 pandemi döneminde eğitim saatleri hem Üniversite Hastanelerinde hem de Sağlık Bakanlığı Eğitim ve Araştırma Hastanelerinde anlamlı olarak azalmıştı (p<0,001). Bu azalma Sağlık Bakanlığı Eğitim ve Araştırma Hastanelerinde Üniversite Hastanelerine göre anlamlı olarak daha yüksekti (p=0.032). Pandemideki asistan eğitim süreci katılımcılar tarafından %89 yorucu, %85 stresli ve %35 aşağılayıcı olarak yorumlandı.
Sonuç: COVID-19 pandemi döneminde anestezi asistanları hem aktif olarak hasta tedavisine katılmış hem de ameliyathane görevlerine devam etmişlerdir. Asistan eğitimi aksamış ya da iptal edilmiştir. Pandeminin sürekliliği gözönüne alınırsa uzmanlığımızın geleceğini korumak için online eğitim programlarını geliştirmek ve hizmet-eğitim dengesini iyi belirlememiz gerektiğini düşünüyoruz. Bu sonuçlar, pandemi döneminde uzmanlık öğrencisi eğitiminin yeniden düzenlenmesi gerektiğini ortaya koymaktadır.
Kaynakça
- References
- 1-John R Sneyd, Sophie E Mathoulin, Ellen P O'Sullivan et al, Impact of the COVID-19 pandemic on anaesthesia trainees and their Training, Br J Anaesth. 2020 Oct;125(4):450-455.
- 2-Ministry of Health. Delayed of elective operations and other measures to be taken. Health Services General Directorate. Republic of Turkey: Ministry of Health; 2020. (Available at: https://hasta.saglik.gov.tr/TR,64508/ )
- 3-Association of American Medical Colleges. Away rotations of U.S medical school graduates by intended specialty. In: 2019 AAMC medical school graduation questionnaire. 2019. https://aamc-orange.global.ssl.fastly.net/production/media/filer_public/c6/a7/c6a79bc8-3279-4e0a-9bbf-7b9359172 db1/away_rotations_by_specialty_gq_2019_public.pdf Accessed 17 March 2021.
- 4-Association of American Medical Colleges. Medical student away rotations and in-person interview for 2020–21 residency cycle. 2020. https://www.aamc.org/what-we-do/mission-areas/medical-education/away-rotationsinterviews-2020-21-residency-cycle Accessed 9 Nov 2020.
- 5-American Society of Anesthesiologists. COVID-19 resources for medical students and residents. 2020. https://www.asahq.org/education-and-career/asa-medical-student-component/covid-19-resources-for-medical-students-and-residents . Accessed 9 Nov 2020.
- 6-Renew JR, Ladlie B, Gorlin A, Long T. The impact of social media on anesthesia resident recruitment. J Educ Perioper Med. 2019;21(1): E632.
- 7-American Society of Anesthesiologists. Residency information by state. 2020. https://www.asahq.org/education-and-career/asa-resident-component/residency-information-by-state Accessed 9 Nov 2020.
- 8-American Society of Anesthesiologists. Anesthesiology virtual open houses for 2020 residency applicants. 2020. https://docs.google.com/spreadsheets/d/1EZB7StsKLsuu8YK-Kb_s_EoYsmJM0QU6MObxk9Sml_0/edit#gid=0. Accessed 9 Nov 2020.
- 9-Association of American Medical Colleges. Frequently asked questions for ERAS residency applicants. 2020. https://students-residents.aamc.org/applying-residency/faq/faq-eras-residency-applicants . Accessed 21 Mar 2021.
- 10-Jiang J, Key P, Deibert CM. Improving the residency program virtual open house experience: a survey of urology applicants. Urology. 2020; 146:1–3.
- 11-Weiner S. Applying to residency is tough even in normal times. The pandemic isn’t helping. In: AAMC news. Association of American Medical Colleges. https://www.aamc.org/news-insights/applying-residency-tougheven-normal-times-pandemic-isn-t-helping Accessed 9 Nov 2020.
- 12-Seifi A, Mirahmadizadeh A, Eslami V. Perception of medical students and residents about virtual interviews for residency applications in the United States. PLoS One. 2020;15(8): e0238239.
- 13-Woolliscroft JO. Innovation in response to the COVID-19 pandemic crisis. Acad Med. 2020;95: 1140–1142.
- 14- Back DA, Behringer F, Haberstroh N, Ehlers JP, Sostmann K, Peters H. Learning management system and e-learning tools: an experience of medical students’ usage and expectations. Int J Med Educ. 2016;7: 267–273.
- 15-Gray K, Tobin J. Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning. BMC Med Educ. 2010; 10:6.
- 16-Haskins SC, Feldman D, Fields KG, et al. Teaching a pointof-care ultrasound curriculum to anesthesiology trainees with traditional didactic lectures or an online e-learning platform: a pilot study. J Educ Perioper Med. 2018;20: E624. 17-Wittich CM, Agrawal A, Cook DA, et al. E-learning in graduate medical education: survey of residency program directors. BMC Med Educ. 2017; 17:114
- 18-Chen F, Carter TB, Maguire DP, Blanchard EE, Martinelli SM, Isaak RS. Experience is the teacher of all things: prior participation in anesthesiology OSCEs enhances communication of treatment options with simulated high-risk patients. J Educ Perioper Med. 2019;21: E626.
- 19-Lawrence K, Hanley K, Adams J, Sartori DJ, Greene R, Zabar S. Building telemedicine capacity for trainees during the novel coronavirus outbreak: a case study and lessons learned. J Gen Intern Med. 2020;35: 2675–2679.
- 20-Sartori DJ, Olsen S, Weinshel E, Zabar SR. Preparing trainees for telemedicine: a virtual OSCE pilot. Med Educ. 2019;53: 517–518.
- 21-Isaak RS, Chen F, Martinelli SM, et al. Validity of simulationbased assessment for accreditation council for graduate medical education milestone achievement. Simul Healthc. 2018;13: 201–210.
- 22-Timberlake MD, Mayo HG, Scott L, Weis J, Gardner AK. What do we know about intraoperative teaching? A systematic review. Ann Surg. 2017; 266:251–259.
- 23-de Oliveira Filho GR, Dal Mago AJ, Garcia JH, Goldschmidt R. An instrument designed for faculty supervision evaluation by anesthesia residents and its psychometric properties. Anesth Analg. 2008;107: 1316–1322.
- 24- Ercan ES, Tufan AE,Kütük ÖM, Perçinel Yİ. E-mentoring program organized by the Turkish Association for Child and Adolescent Psychiatry during the COVID-19 pandemic. Eur Child Adolesc Psychiatry. 2021 Jan;30(1):173-175.
- 25-Sneyd JR, Mathoulin SE, O’Sullivan EP, et al. Impact of the COVID-19 pandemic on anaesthesia trainees and their training. Br J Anaesth. 2020; 125:450–455.
- 26-Blanié A, Gorse S, Roulleau P, Figueiredo S, Benhamou D. Impact of learners’ role (active participant-observer or observer only) on learning outcomes during high-fidelity simulation sessions in anaesthesia: a single center, prospective and randomised study. Anaesth Crit Care Pain Med. 2018;37: 417–422.
- 27-Naranjo DM, Prieto JR, Molto G, Calatrava A. A visual dashboard to track learning analytics for educational cloud computing. Sensors (Basel). 2019; 19:2952.
- 28-Mitchell JD, Mahmood F, Bose R, Hess PE, Wong V, Matyal R. Novel, multimodal approach for basic transesophageal echocardiographic teaching. J Cardiothorac Vasc Anesth. 2014; 28:800–809.
- 29-Mayer RE. Thirty years of research on online learning. Appl Cogn Psychol. 2019;33: 152–159.
- 30-Leppink J, Duvivier R. Twelve tips for medical curriculum design from a cognitive load theory perspective. Med Teach. 2016;38: 669–674.
- 31-Sweller J. Cognitive load theory and educational technology. Educ Technol Res Dev. 2020; 68:1–16.
The Effects of Covid-19 Pandemic On The Educational Status of Medical Residents of Anesthesiology in Turkey – A Survey Analysis
Öz
Aim: COVID-19 has been one of the biggest challenges which education systems have ever faced. The aim of this study is to determine the educational deficiencies of Medical Residents of Anesthesiology and Reanimation during the COVID-19 pandemic period in Turkey.
Materials-Methods: Our study was carried out after the approval of the Ministry of Health and Ege University Medical Faculty Hospital Ethics Committee. This study is a cross-sectional survey study. A web-based questionnaire containing 32 questions was sent to the Anesthesiology and Reanimation Specialization Students in Education and Research Hospitals and University Hospitals in Turkey, in a computer environment, by sending it via e-mail with the approval of TARD.
Results: The training hours decreased in both University Hospitals and Ministry of Health Training and Research Hospitals significantly (p<0.001). This decrease was significantly higher in Ministry of Health Training and Research Hospitals than University Hospitals (p=0.032). The resident training process in the pandemic has been interpreted as tiring 89%, stressful 85% and humiliating 35% by the participants.
Conclusion: During the COVID-19 pandemic period, anesthesia assistants both actively participated in patient treatment and continued their operating room duties. Assistant training has been disrupted or cancelled. Considering the continuity of the pandemic, we think that we need to develop online training programs and determine the service-training balance well in order to protect the future of our expertise. These results reveal that residency training should be reorganized during the pandemic period.
Anahtar Kelimeler
Kaynakça
- References
- 1-John R Sneyd, Sophie E Mathoulin, Ellen P O'Sullivan et al, Impact of the COVID-19 pandemic on anaesthesia trainees and their Training, Br J Anaesth. 2020 Oct;125(4):450-455.
- 2-Ministry of Health. Delayed of elective operations and other measures to be taken. Health Services General Directorate. Republic of Turkey: Ministry of Health; 2020. (Available at: https://hasta.saglik.gov.tr/TR,64508/ )
- 3-Association of American Medical Colleges. Away rotations of U.S medical school graduates by intended specialty. In: 2019 AAMC medical school graduation questionnaire. 2019. https://aamc-orange.global.ssl.fastly.net/production/media/filer_public/c6/a7/c6a79bc8-3279-4e0a-9bbf-7b9359172 db1/away_rotations_by_specialty_gq_2019_public.pdf Accessed 17 March 2021.
- 4-Association of American Medical Colleges. Medical student away rotations and in-person interview for 2020–21 residency cycle. 2020. https://www.aamc.org/what-we-do/mission-areas/medical-education/away-rotationsinterviews-2020-21-residency-cycle Accessed 9 Nov 2020.
- 5-American Society of Anesthesiologists. COVID-19 resources for medical students and residents. 2020. https://www.asahq.org/education-and-career/asa-medical-student-component/covid-19-resources-for-medical-students-and-residents . Accessed 9 Nov 2020.
- 6-Renew JR, Ladlie B, Gorlin A, Long T. The impact of social media on anesthesia resident recruitment. J Educ Perioper Med. 2019;21(1): E632.
- 7-American Society of Anesthesiologists. Residency information by state. 2020. https://www.asahq.org/education-and-career/asa-resident-component/residency-information-by-state Accessed 9 Nov 2020.
- 8-American Society of Anesthesiologists. Anesthesiology virtual open houses for 2020 residency applicants. 2020. https://docs.google.com/spreadsheets/d/1EZB7StsKLsuu8YK-Kb_s_EoYsmJM0QU6MObxk9Sml_0/edit#gid=0. Accessed 9 Nov 2020.
- 9-Association of American Medical Colleges. Frequently asked questions for ERAS residency applicants. 2020. https://students-residents.aamc.org/applying-residency/faq/faq-eras-residency-applicants . Accessed 21 Mar 2021.
- 10-Jiang J, Key P, Deibert CM. Improving the residency program virtual open house experience: a survey of urology applicants. Urology. 2020; 146:1–3.
- 11-Weiner S. Applying to residency is tough even in normal times. The pandemic isn’t helping. In: AAMC news. Association of American Medical Colleges. https://www.aamc.org/news-insights/applying-residency-tougheven-normal-times-pandemic-isn-t-helping Accessed 9 Nov 2020.
- 12-Seifi A, Mirahmadizadeh A, Eslami V. Perception of medical students and residents about virtual interviews for residency applications in the United States. PLoS One. 2020;15(8): e0238239.
- 13-Woolliscroft JO. Innovation in response to the COVID-19 pandemic crisis. Acad Med. 2020;95: 1140–1142.
- 14- Back DA, Behringer F, Haberstroh N, Ehlers JP, Sostmann K, Peters H. Learning management system and e-learning tools: an experience of medical students’ usage and expectations. Int J Med Educ. 2016;7: 267–273.
- 15-Gray K, Tobin J. Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning. BMC Med Educ. 2010; 10:6.
- 16-Haskins SC, Feldman D, Fields KG, et al. Teaching a pointof-care ultrasound curriculum to anesthesiology trainees with traditional didactic lectures or an online e-learning platform: a pilot study. J Educ Perioper Med. 2018;20: E624. 17-Wittich CM, Agrawal A, Cook DA, et al. E-learning in graduate medical education: survey of residency program directors. BMC Med Educ. 2017; 17:114
- 18-Chen F, Carter TB, Maguire DP, Blanchard EE, Martinelli SM, Isaak RS. Experience is the teacher of all things: prior participation in anesthesiology OSCEs enhances communication of treatment options with simulated high-risk patients. J Educ Perioper Med. 2019;21: E626.
- 19-Lawrence K, Hanley K, Adams J, Sartori DJ, Greene R, Zabar S. Building telemedicine capacity for trainees during the novel coronavirus outbreak: a case study and lessons learned. J Gen Intern Med. 2020;35: 2675–2679.
- 20-Sartori DJ, Olsen S, Weinshel E, Zabar SR. Preparing trainees for telemedicine: a virtual OSCE pilot. Med Educ. 2019;53: 517–518.
- 21-Isaak RS, Chen F, Martinelli SM, et al. Validity of simulationbased assessment for accreditation council for graduate medical education milestone achievement. Simul Healthc. 2018;13: 201–210.
- 22-Timberlake MD, Mayo HG, Scott L, Weis J, Gardner AK. What do we know about intraoperative teaching? A systematic review. Ann Surg. 2017; 266:251–259.
- 23-de Oliveira Filho GR, Dal Mago AJ, Garcia JH, Goldschmidt R. An instrument designed for faculty supervision evaluation by anesthesia residents and its psychometric properties. Anesth Analg. 2008;107: 1316–1322.
- 24- Ercan ES, Tufan AE,Kütük ÖM, Perçinel Yİ. E-mentoring program organized by the Turkish Association for Child and Adolescent Psychiatry during the COVID-19 pandemic. Eur Child Adolesc Psychiatry. 2021 Jan;30(1):173-175.
- 25-Sneyd JR, Mathoulin SE, O’Sullivan EP, et al. Impact of the COVID-19 pandemic on anaesthesia trainees and their training. Br J Anaesth. 2020; 125:450–455.
- 26-Blanié A, Gorse S, Roulleau P, Figueiredo S, Benhamou D. Impact of learners’ role (active participant-observer or observer only) on learning outcomes during high-fidelity simulation sessions in anaesthesia: a single center, prospective and randomised study. Anaesth Crit Care Pain Med. 2018;37: 417–422.
- 27-Naranjo DM, Prieto JR, Molto G, Calatrava A. A visual dashboard to track learning analytics for educational cloud computing. Sensors (Basel). 2019; 19:2952.
- 28-Mitchell JD, Mahmood F, Bose R, Hess PE, Wong V, Matyal R. Novel, multimodal approach for basic transesophageal echocardiographic teaching. J Cardiothorac Vasc Anesth. 2014; 28:800–809.
- 29-Mayer RE. Thirty years of research on online learning. Appl Cogn Psychol. 2019;33: 152–159.
- 30-Leppink J, Duvivier R. Twelve tips for medical curriculum design from a cognitive load theory perspective. Med Teach. 2016;38: 669–674.
- 31-Sweller J. Cognitive load theory and educational technology. Educ Technol Res Dev. 2020; 68:1–16.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 18 Aralık 2023 |
| Gönderilme Tarihi | 25 Ekim 2022 |
| Yayımlandığı Sayı | Yıl 2023Cilt: 62 Sayı: 4 |
