Erol Gürpınar

Ways of coping as predictors of satisfaction with curriculum and academic success in medical school

The purpose of the present study was to determine the coping strategies of medical students and to investigate the effects of coping strategies on student satisfaction and academic achievement with different instruction methods. A total of 152 medical students was followed throughout the first 2 yr of medical education between 2008 and 2010. Students completed a sociodemographic questionnaire and revised form of the Ways of Coping questionnaire both at the beginning of the first year and at the end of the second year. These forms provided data about the characteristics and main coping strategies (problem focused or emotion focused) of the students and revealed the change over time. At the end of the second year, participants also completed a satisfaction questionnaire asking their satisfaction with lectures, problem-based learning, and practicals. The authors used block, problem-based learning, and practical exam scores of the students attained in the past 2 yr as academic achievement indicators. No sociodemographic variable was related to coping strategy. The majority of students (80.9%) adopted problem-focused coping. A shift occurred in the main coping strategies of some students in both sides. Problem-focused coping scores decreased over time. Problem-focused coping positively correlated with satisfaction with practicals and practical exam scores, whereas emotion-focused coping showed the same correlation negatively. The main coping strategy also predicted satisfaction and exam success in practicals. In conclusion, a main coping strategy may be helpful to predict student satisfaction and academic achievement with some student-centered instruction methods. Determining undesired coping strategies may provide an opportunity for intervention to prevent relevant dissatisfaction and failure.

Nationwide content analysis of undergraduate obstetrics and gynaecology clinical curricula in Turkish medical schools

Abstract The aim was to perform a document content analysis of the subject titles in the undergraduate obstetrics and gynaecology (OG) curricula in Turkish medical schools regarding the National Core Curriculum revised in 2014 (NCC-2014). Two mini-focus group discussions with four voluntary OG faculty members in each session and one of the authors as the moderator were employed within a 1-week time frame to identify the primary (n = 36) and secondary (n = 15) NCC-2014 OG titles that were then compared for the alignment with the curricula of the various medical schools published on their website. The internet search and data analyses were each completed within 3 months. Overall, about 80% and 23% of primary and secondary OG topics were present in 54 medical schools, respectively. Teaching sessions on high-risk pregnancy and ovarian cancer were present in all of the curricula. Chromosomal disorders (11 schools), candidiasis/vaginal discharge (13 schools) and female sexual dysfunction (15 schools) were the least represented primary topics. None of the curricula had a title on neural tube defects or oncological emergencies. Obesity (one school), iron deficiency anaemia (four schools), genitourinary trauma (four schools) and domestic violence (four schools) were among the underrepresented secondary subject titles. This nationwide analysis revealed deficiencies in undergraduate OG core curricular content of the medical schools. Impact Statement What is already known on this subject? The content alignment of undergraduate curricula with a standard core curriculum is essential. What the results of this study add? A nationwide content analysis of obstetrics and gynaecology curricula in 54 of the Turkish medical schools revealed deficiencies in the core curricular content, with none of the analysed curricula having a total alignment of the subject titles. What are the implications of these findings for clinical practice and/or further research? There is a need to ensure the fulfilment of the undergraduate obstetrics and gynaecology curriculum, either by a recognition scheme, inspection visits, external examiners, or by the national licence examinations.

Review of Undergraduate Medical Education Program on the Basis of the National Core Curriculum: Akdeniz University Faculty of Medicine Experience

The National Core Curriculum 2014 was developed by the Council of Medical School Deans and accepted by the Higher Education Council to be applied in the 2015-2016 academic year in all schools of medicine in Turkey. Regarding this initiative, Akdeniz University Faculty of Medicine designed a plan to improve the undergraduate medical education program. The aim of this paper is to present the work schedule designed for the period between 2014 and 2017.

Akdeniz Üniversitesi Tıp Fakültesi Deri ve Zührevi Hastalıklar Anabilim Dalı’ nda Mezuniyet Öncesi Eğitim Programı

Bu yazida Akdeniz Universitesi Tip Fakultesi Deri ve Zuhrevi Hastaliklar Anabilim Dali’nin Tip Fakultesi Mezuniyet Oncesi Egitim Programinda yer alan egitim uygulamalarinin kisaca tanitilmasi amaclanmaktadir.