Postgraduate TrainingPostgraduate Trainingin in MedicineMedicine

Dr. Orhan ALİMOĞLU

İstanbul Medeniyet University

Postgraduate Medical Training

• Postgraduate medical training is a work-based education where learning and teaching takes place in a clinical context.

• On the one hand, the young doctor (trainee) is under education, and on the other hand, he/she is a member of the staff in the clinical department.

• The clinical departments face the challenge of creating an educational environment that is supportive and learning-oriented, and at the same time meeting the demands from society to deliver efficient clinical services and research.

Malling et al. BMC Medical Education 2010, 10:62

• A common feature in medical training is the need for supervision and feedback among trainees and for being engaged in the responsibility for patients.

• Furthermore, trainees need to be appreciated and valued as team members.

• The challenge is to find a proper balance between involving trainees in patient treatment, and at the same time ensure patient safety and meet demands for a high production.

Malling et al. BMC Medical Education 2010, 10:62

Postgraduate Medical Training

• However, the concept “educational climate” has been used indiscriminately with culture, environment or learning context.

• Nevertheless, all of these concepts include the same elements: – atmosphere, – the connection and personal relation with colleagues, – openness to questions,– appropriateness of supervision and feedback, – working conditions and organisation of the work.

Malling et al. BMC Medical Education 2010, 10:62

Postgraduate Medical Training

• The educational climate may differ considerably across clinical departments.

• In order to be able to change the educational climate, it is relevant to find out who contributes to this climate and to the specific ways of behavior and “living” in the clinical departments.

Malling et al. BMC Medical Education 2010, 10:62

Postgraduate Medical Training

Postgraduate Medical Training

• Although all employees take part in developing the culture in a department, the leaders are in a position to deliberately influence the culture.

• Leaders can influence the educational climate by prioritising and attending a variety of activities in the department, and by role-modelling.

Malling et al. BMC Medical Education 2010, 10:62

Current Auxiliary Tools Current Auxiliary Tools for Medical Educationfor Medical Education

Continuing Proficiency in Highest Levels PossibleContinuing Proficiency in Highest Levels Possible

• Scientific knowledge and technical skills should Scientific knowledge and technical skills should continuously be;continuously be;– Updated,Updated,– Developed,Developed,– Specific information and techniques presented in Specific information and techniques presented in

different formats by the specialists of the subjects different formats by the specialists of the subjects must be learnt and integrated with the individuals’ must be learnt and integrated with the individuals’ own practice. own practice.

Web SourcesWeb Sources

1.1. Multimedia (Video)Multimedia (Video)

2.2. E-books E-books

3.3. Evidence-based medical data Evidence-based medical data

4.4. Medical practice guidelinesMedical practice guidelines

5.5. Journal databaseJournal database

6.6. Literature databeseLiterature databese

7.7. Citation inquiryCitation inquiry

1.1. Multimedia-VideoMultimedia-Video

• Access Medicine (McGraw Hill)Access Medicine (McGraw Hill)– http://www.accessmedicine.com/audioVide

o.aspx

2. E-books2. E-books

• Access Medicine (McGraw Hill)Access Medicine (McGraw Hill)– http://www.accessmedicine.com/text

books.aspx

• MD Consult MD Consult – http://www.mdconsult.com

3. Evidence-based medical data3. Evidence-based medical data

• Access Medicine (McGraw Hill)Access Medicine (McGraw Hill)– http://www.accessmedicine.com/diag.aspx

• BMJ Best PracticeBMJ Best Practice– http://bestpractice.bmj.com,,

• Cochrane LibraryCochrane Library– http://www.thecochranelibrary.comhttp://www.thecochranelibrary.com

• Up To DateUp To Date– http://www.uptodate.com/onlinehttp://www.uptodate.com/online

4. Medical practice guidelines4. Medical practice guidelines

• Access Medicine (McGraw Hill)Access Medicine (McGraw Hill)– http://www.accessmedicine.com/guidelines.aspxhttp://www.accessmedicine.com/guidelines.aspx

• National Guideline ClearinghouseNational Guideline Clearinghouse– http://guidelines.gov/http://guidelines.gov/

• National Comprehensive Cancer Network National Comprehensive Cancer Network (NCCN) Guidelines(NCCN) Guidelines– http://www.nccn.org/professionals/default.aspxhttp://www.nccn.org/professionals/default.aspx

5. Journal database5. Journal database• Science DirectScience Direct

– http://www.sciencedirect.com http://www.sciencedirect.com

• SpringerSpringer– http://www.springer.comhttp://www.springer.com

• OvidOvid– http://gateway.ovid.com/autologin.htmlhttp://gateway.ovid.com/autologin.html

• KargerKarger– http://www.karger.comhttp://www.karger.com

• Wiley Interscience – Blackwell SynergyWiley Interscience – Blackwell Synergy– http://onlinelibrary.wiley.comhttp://onlinelibrary.wiley.com

• EBSCOHOSTEBSCOHOST– http://search.ebscohost.comhttp://search.ebscohost.com

• BMJ JournalsBMJ Journals– http://group.bmj.com/group/media/bmj-journals-information-centrehttp://group.bmj.com/group/media/bmj-journals-information-centre

6. Literature database6. Literature database

• Medline (Index Medicus)Medline (Index Medicus)– http://www.pubmed.comhttp://www.pubmed.com– http://www.medscape.comhttp://www.medscape.com– http://www.mdconsult.comhttp://www.mdconsult.com– http://bestpractice.bmj.comhttp://bestpractice.bmj.com

7. Citation inquiry7. Citation inquiry

• Web of ScienceWeb of Science– http://isiknowledge.com/http://isiknowledge.com/

• Google Scholar Google Scholar – http://scholar.google.com.tr/http://scholar.google.com.tr/

• Harite üzerinde katılan Üniversiteler

TURKEY145507

ALGERIA3755

EGYPT40764

IRAQ7662

JORDAN21959

LEBANON13653

LIBYA1628

TUNISIA11819

PALESTINE1246

QATAR2151

SUDAN7680

UAE4230

YEMEN1635

BAHRAIN1177

Medical Scientific Publications

(All times)

SOMALIA1496

The Role of Collaborative The Role of Collaborative

Academic Partnerships Academic Partnerships

in Medical Training, in Medical Training,

Education, and ResearchEducation, and Research

Examples of Collaboration

1) University of California San Francisco (UCSF) - Bellagio Essential Surgery Group;

2) USCF - Makerere University, Uganda;

3) Vanderbilt - Baptist Medical Center, Ogbomoso, Nigeria;

4) Vanderbilt - Kijabe Hospital, Kenya;

5) University of Toronto, Hospital for Sick Children - Ministry of Health in Botswana;

6) Harvard (Brigham and Women’s Hospital and Children’s Hospital Boston) - Partners in Health in Haiti and Rwanda.

Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative AcademicPartnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

Collaboration

• The term “academic partnerships” describes a variable set of experiences among a number of different institutions.

• Rotation between different clinics • Exchange among trainers / counselors• Residency programs• Inspiring the medical students and residents for education & research • The transfer of clinical experiences• Seminars• Strengthening the determination for education, research, and service• Development of educational resources, and establishment of additional funds for

education

Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative AcademicPartnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

Collaboration• The development of a curriculum for the principles of medical

sciences to increase knowledge and skills

• To establish an environment of common confidence and respect

• To establish common learning goals

• To establish cooperation for researches

• To distribute administrative functions according to local requirements

• Multidisciplinary approach

Riviello R, Ozgediz D, Hsia RY, Azzie G, Newton M, Tarpley J. Role of Collaborative AcademicPartnerships in Surgical Training, Education, and Provision. World J Surg (2010) 34:459–465

EXAMPLE FOR EXAMPLE FOR

CONTINUING MEDICAL EDUCATIONCONTINUING MEDICAL EDUCATION

TÜRKİYE – YEMENTÜRKİYE – YEMEN

CONTINUING MEDICAL EDUCATION (CME) YEMEN

Bilateral Agreements for Medical Fellowship Program

University of Science and Technology Hospital, Sana’a, Yemen

İstanbul Medeniyet University

• Kartal Koşuyolu Training and Research Hospital• Ümraniye Training and Research Hospital• Baltalimanı Osteopathic Hospital• Bezmialem Vakıf University

CONTINUING MEDICAL EDUCATION (CME) YEMEN

Medical Fellowship Program is successfully continued,

and 15 Yemeni Doctors have attended the

2-months-fellowship program in Istanbul since 2012:

•Cardiology•General Surgery•Pediatrics•Urology•Hospital Management

CONTINUING MEDICAL EDUCATION (CME) YEMEN

We organized 5 Academic Congresses with international participants.

• 1st Turkish-Yemeni Surgical Congress, 2012, Sana’a, 7 Professors

• 1st Turkish-Yemeni Cardiovascular Surgery Congress, 2012, Sana’a, 14 Professors

• 1st Turkish-Yemeni Dental Congress, 2012, Sana a, 6 Professsors

• 1st Turkish-Yemeni Emergency Medicine Congress, 2013, Sana’a, 14 Professors

• 1st Trauma & Rescusitation Course, 2013, Sana’a, 6 Professors

CONTINUING MEDICAL EDUCATION (CME) YEMEN

CONTINUING MEDICAL EDUCATION (CME) YEMEN

CONTINUING MEDICAL EDUCATION (CME) YEMEN

EXAMPLE FOR EXAMPLE FOR

POSTGRADUATE MEDICAL TRAININGPOSTGRADUATE MEDICAL TRAINING

TÜRKİYE – SOMALIATÜRKİYE – SOMALIA

POST-GRADUATE EDUCATIONSOMALIA

Bilateral Agreements for Medical Trainings:

The largest university Hospital in Somalia,

Benadir University Hospital

İstanbul Medeniyet University

These agreements include:

•Trainings for Doctors, Nurses,

Health Workers

•Post-Graduate Medical Education

POST-GRADUATE EDUCATIONSOMALIA

Post-Graduate Medical Education in Somalia

We initiated the only “Post-Graduate Medical Education” program in Somalia with the support of Benadir University and İstanbul Medeniyet University.

Somalia’s ONLY Post-Graduate program has started in two majors:

•General Surgery

•Emergency and Trauma Surgery

POST-GRADUATE EDUCATIONSOMALIA

Post-Graduate Medical Education in Somalia

The program includes various academic lectures and residency periods in Benadir University Hospital, and in Istanbul Medeniyet University Göztepe Training & Research Hospital.

First year, 10 selected by exam,

Second year 2, totally 12 Somalian doctors

has enrolled into the program.

Two months in Istanbul each year.

POST-GRADUATE EDUCATIONSOMALIA

POST-GRADUATE EDUCATIONSOMALIA

FURTHER EDUCATION PROJECTS

Postgraduate Training

Continuing Medical Education

MoU Between Universities and Hospitals

Long Distance Training (TELE-MEDICINE)

Training for Other Health Workers

Congresses

Thank you…Thank you…