The organization of breast health and diseases topics in undergraduate medical education programs: a model proposal.

BACKGROUND

In Türkiye, over 100 medical faculties implement integrated medical education, but integration levels vary and are often at initial stages of the integration ladder. Istanbul University Istanbul Faculty of Medicine (IU-ITF), as the first medical faculty in Türkiye, has been a pioneer and leader in many aspects. As faculty of IU-ITF, we have identified certain shortcomings in our program and are committed to improving it. This study aims to analyse how breast health and diseases are integrated into the undergraduate medical education (UGME) program at IU-ITF, identifying its strengths and weaknesses. Additionally, it seeks to evaluate the program's alignment with the National Core Education Program (UÇEP) and propose a new model for integrating "breast health and diseases" into medical education. This model will also be adaptable to other organ systems, serving as a template for incorporating similar topics that address significant and priority health concerns into educational programs.

METHODS

This descriptive cross-sectional study was conducted in three stages: [] analysis of the IU-ITF UGME program using a literature-based framework [], an online survey assessing intern physicians' self-competency in breast health and diseases, and [] a faculty workshop to gather feedback and propose amendments for improvement.

RESULTS

Program analysis revealed the absence of structured breast examination skills training, multidisciplinary integrated sessions, and problem-based learning (PBL) sessions, as well as a lack of objective structured practical exams for breast examination. Interns highlighted the need for greater emphasis on symptoms, treatment approaches, practical application of theoretical knowledge and the need for more integrated sessions. The workshop concluded that, breast health and diseases are addressed at a post graduate medical education level, surpassing the UÇEP 2020 guidelines. Students have limited exposure to patients with benign breast conditions, primary care education is insufficient, and structured training in breast examination skills is lacking.

CONCLUSIONS

Challenges such as high student numbers, inadequate educational environments, low motivation, cultural and religious taboos limiting male participation, and resistance from some faculty members are common barriers. Addressing these issues will enhance medical education, ensuring future healthcare professionals are better equipped to manage breast health and diseases effectively.