Background: Learning environment influences students’ professional formation and patient-centered attitudes and behaviors. Objective: The purpose of this study is to investigate how hidden curriculum of learning environment and the previous experience with chronically ill patients affect patient-centeredness perceptions of medical students. Design: We followed 144 students and determined their opinions on ‘ideal patient-centered practice and learning environment’ via patient-centeredness questionnaire (PCQ) just before (third year) and at the end (sixth year) of clinical training years of medical school. At the end of each clinical training year (fourth, fifth, and sixth years), we determined experiences of the students about ‘patient-centeredness of the learning environment’ using a relevant survey called communication, curriculum, and culture (C3) instrument. We also compared PCQ and C3 instrument scores of the participants who had chronically ill patient in their families/friends and who do not. Results: C3 scores worsened over the years, namely, students faced increasing number of examples against patient centeredness. Final PCQ scores were worse than initial ones. C3 and PCQ scores of the students who had previous experience with chronically ill patients were not different from the scores of the remaining students. Conclusion: Medical students, even those who have a chronically ill patient in their families or friends, lose their idealism about patient centeredness to some degree possibly due to hidden curriculum of the medical school.

Targeted needs assessment which includes identifying the needs of learners is a key step of program development. However, this step is commonly underestimated in postgraduate medical education programs, including otolaryngology residency training. Determining the needs of otolaryngologists may help educators to design more purposeful continuing medical education training programs. Furthermore, needs of specialists may provide a clearer insight about effectiveness of the residency programs in that specialty. To determine training needs of otolaryngology specialists and to identify deficiencies in otolaryngology residency training programs. Seventy-eight otolaryngology specialists, who completed all data gathering forms properly, were included in this descriptive, cross-sectional study. Demographic data of the participants were collected. Training needs of the participants were determined in seven basic areas of otolaryngology via two-round Delphi method. The basic areas were otology-neurotology, rhinology, laryngology, head and neck surgery, pediatric otolaryngology, sleep disorders and facial plastic surgery. Additionally, we asked an open-ended question to investigate the reasons why the participants perceived themselves incompetent and undereducated, or why they needed further training in some of the basic otolaryngology areas. Facial plastic surgery, otology-neurotology and head and neck surgery were the most cited training areas in the needs assessment. Training needs differed according to experience and place of work. Financial expectations, deficiencies in residency training, regression in knowledge and skills, and special interest were effective determinants on decisions of the participants while determining their training needs. Otolaryngologists need further training in some areas of their field due to different reasons. Determining these areas and reasons will help in designing more effective continuous medical education activities and residency training programs in otolaryngology.

Sağlık alanında bilginin hergün süratle artması, sağlık çalışanlarının giderek daha fazla uzmanlık alanlarına bölünmesine sebebiyet vermektedir. Bu durum bilginin entegre kullanımı için iş birliği ve takım çalışmasının önemini arttırmaktadır. Multiprofesyonel eğitim, farklı mesleki eğitim almış olan sağlık çalışanlarını henüz eğitim süreçlerinde iş birliği ve takım olma olgusuna teşvik etme potansiyeli nedeniyle artan bir değere sahiptir. Tüm avantajlarına rağmen multiprofesyonel öğeler içeren eğitim programları sınırlı sayıda uygulanabilmektedir. Başarılı bir multiprofesyonel eğitim progamı geliştirebilmek için pek çok faktör göz önünde bulundurularak planlama yapılmalıdır. Ortak bir eğitim programı uygulamanın önemli bir kolaylaştırıcısı program paydaşlarının ortak bir profesyonelizm anlayışına sahip olmalarıdır. Bu derlemede multiprofesyonel eğitimin tanımına, avantajlarına, programı oluşturmadaki zorluklarına ve program oluşturma yöntemlerine yer verilmiştir.

ÖZET Amaç: Çalışma diş hekimliği öğrencilerinin el hijyeni inanç skalası ve el hijyeni uygulama envanterine verdikleri yanıtları ve etkileyen faktörleri değerlendirmeyi hedeflemektedir. Gereç ve Yöntemler: Araştırma 2019-2020 eğitim-öğretim döneminde Akdeniz Üniversitesi Diş Hekimliği Fakültesi’nde dördüncü ve beşinci sınıf öğrencileri ile birlikte yürütülen kesitsel nitelikte bir çalışmadır. Öğrenci sayısı 112’dir. Öğrencilere el hijyeni inanç skalası ve el hijyeni uygulama envanteri uygulanmıştır. İstatistiksel analizlerde farklılığın bulunması için t – test uygulanmıştır. Bulgular: Çalışmaya katılan öğrencilerin %53,6’sı kadın, %50’si beşinci sınıf öğrencisidir. El hijyeni inanç ölçeğinden kadın ve erkek öğrencilerin aldıkları ortalama puanlar açısından istatistiksel olarak anlamlı bir farklılık bulunmuştur. Benzer şekilde sınıf farklılığı ve kayıttan önce diş hekimine gitme ve gitmeme alışkanlığı el hijyeni envanterinden alınana puanı etkilemektedir. Sonuç: Diş hekimliği öğrencilerinin el hijyeni inanç skalası ve el hijyeni uyum skalasından aldıkları puanlar ortalamanın üzerinde olmakla birlikte bazı öğrencilerin ortalamanın altında kalması davranış değişikliğinde ön yargılara neden olabilecektir. Bu alana ilişkin derslerin eklenmesi ve öğrencilerin izlenmesi enfeksiyonların önlenmesi için önemlidir. Anahtar kelimeler: diş hekimliği, el yıkama inanç ölçeği, uygulama

Background: Moral sensitivity is thought to be the first step in real-life moral decision-making. In the field of health, which is seen as an ethically loaded practice, monitoring the ethical sensitivity of service providers is essential both in terms of service quality and ethical practice. This study aimed to determine the moral sensitivity and the factors that may be related to the moral sensitivity of interns.Methods: A total of 116 intern doctors who accepted to participate were included in the study without using a sampling method. In order to collect the data, a data collection form consisting of sociodemographic characteristics of the interns and Moral Sensitivity Questionaire (MSQ) was used. As the scores obtained from the scale showed normal distribution, Student's t-test was used for the comparison of two groups, and the ANOVA test was used for the comparison of three groups.Results: The mean MSQ total score of the volunteers participating in the study was 89.14. The moral sensitivity level was higher in women in total score, benevolence, and orientation subscale scores (p <0.05). According to the total score, autonomy, meaning, rules, and orientation subscale scores, the moral sensitivity levels of individuals with high-income perception were higher (p <0.05).Conclusion: The findings show that the interns’ moral sensitivity level is high-intermediate when the average Moral Sensitivity Questionaire scores are taken into consideration. The female gender and the perception of the high-income level positively affects the moral sensitivity of interns. Follow-up studies and qualitative research can be planned to clarify the reasons for this effect.

Eagle syndrome (ES) is a symptom complex including recurrent neck and throat pain, foreign body sensation in the throat and dysphagia as a result of the elongation of the styloid process or the mineralization of the stylohyoid ligament complex. The symptoms of ES may worsen with lateral rotation of the head and it may less commonly present with tinnitus, weakness on the tongue, altered speech, intermittent loss of taste or dry mouth. If carotid compression is present, it may also present with episodes of fainting or stroke. An asymptomatic elongated styloid process alone does not meet the criteria for a diagnosis of ES. The pathogenesis of this syndrome is still debatable. It may be treated either non-surgically or surgically. Pain modulators, transpharyngeal local infiltrations of anesthetic solutions or steroid medications, or neck exercises are among the non-surgical options. Surgical treatment includes intraoral or extraoral approaches, both of which comprise resection of the elongated styloid process.