Buken Nuket Ornek, Sahinoglu Serap
Department of Deontology and Medical Ethics, Hacettepe University Faculty of Medicine, Ankara, Turkey.
Vesalius. 2006 Jun;12(1):44-9.
In this article the curricula at the baccalaureate level of 18 medical faculties in our country that have Deontology-Medical Ethics and Medical History departments have been evaluated and classified, looking at the number of hours and topics. Our purpose for this study was, particularly from the aspect of medical history, to compare curricula in departments in which this class is given, to display shared and different directions, and to draw a general framework of medical history education in our country. The study was conducted between March and May 2004.A questionnaire with a total of 12 questions was sent by e-mail or fax to the related departments in the medical faculties. The data that were collected on the questionnaire included a) the year of foundation of the related department and the Medical Faculties that have Deontology-Medical History and Ethics Departments, b) the names of the faculties that have baccalaureate and doctoral programs, c) the number of teaching staff in these faculties, d) the length of medical history and ethics classes and their timing in semesters, e) the stated basic purpose and objectives of medical history classes, f) information about journals related to medical history in our country and g) organized ongoing medical history education. In this study qualitative and quantitative data were evaluated simultaneously, the purpose of medical history classes and the part that these classes play in developing the physicians' identity were assessed together with other results.
在本文中，我们对我国18所设有职业道德-医学伦理学和医学史系的医学院校本科阶段的课程进行了评估和分类，评估内容包括课时数和主题。我们开展这项研究的目的，特别是从医学史的角度，比较开设该课程的各系的课程设置，展示其共同和不同的方向，并勾勒出我国医学史教育的总体框架。该研究于2004年3月至5月进行。一份总共12个问题的问卷通过电子邮件或传真发送给了医学院校的相关部门。问卷收集的数据包括：a)相关系以及设有职业道德-医学史和伦理学系的医学院校的成立年份；b)设有学士和博士项目的院系名称；c)这些院系的教师人数；d)医学史和伦理学课程的时长及其在各学期的安排；e)医学史课程规定的基本目的和目标；f)我国与医学史相关期刊的信息；g)正在举办的医学史教育活动。在本研究中，定性和定量数据同时进行评估，医学史课程的目的以及这些课程在培养医生身份认同方面所起的作用与其他结果一起进行评估。
