背景:当前的情况需要用科学的数据来呈现,以确保和提高专家培训的质量。这项研究考察了教育质量,教员能力,压力因素,围攻,以及它们在土耳其法医学专业教育领域的相互联系。
方法:这项横断面研究是通过匿名进行的,基于网络的调查针对在过去三年内在大学法医学部门完成专业培训的法医学专家。调查包括有关核心教育课程中包含的问题的问题,教育者的特点,以及对压力和围攻的看法。根据提供的答复,对这些因素之间的关系进行了统计分析。
结果:72.7%的研究人群完成了调查。将近一半的参与者(46.3%)认为教师人数不足。教师的素质(科学能力,教育和教学技能,人际关系,可访问性,管理,和解决问题的能力)被确定为部分足够(平均值=3.36)。大约三分之一的受访者表示,教师对他们的专业培训做出了最大的贡献,而那些不这么说的人的比例要高得多。核心课程中包含的主题所接受的教育水平部分足够(平均值=3.04)。据观察,教师特征之间存在显著的关系,所教主题的充分性得分,和围攻的感知(p<0.01)。讲师特征的充分性得分对住院医师培训所涵盖主题的充分性评分具有1.02倍的影响。在受访者中,76.9%报告在专业培训期间遇到压力因素,最常暴露的压力因素(52.2%)是训练计划内的混乱。在参与者中,22.8%报告经历过围攻。
结论:教育和教师资格相关;然而,压力因素和围攻对教育产生了不利影响。观察到教育之间有着密切的联系,教员,压力源,和围攻。因此,需要建立负责验证机构是否符合既定教育标准的独立客观审计员。
BACKGROUND: The current situation needs to be presented with scientific data to ensure and improve the quality of specialist training. This study examined the quality of education, instructor competence, stress factors, mobbing, and their interconnections in the domain of forensic medicine specialty education in Turkey.
METHODS: This cross-sectional study was conducted through an anonymous, web-based survey targeting forensic medicine specialists who have completed their specialist training in university forensic medicine departments within the last three years. The survey consisted of questions regarding issues included in the core education curriculum, educator characteristics, and perceptions of stress and mobbing. Based on the responses provided, the relationships between these factors were statistically analysed.
RESULTS: 72.7 % of the study population completed the survey. Nearly half of the participants (46.3 %) did not consider the number of instructors adequate. The quality of instructors (scientific competence, educational and teaching skills, interpersonal relations, accessibility, management, and problem-solving abilities) was determined to be partially sufficient (mean = 3.36). Approximately one-third of the respondents indicated that instructors made the greatest contribution to their specialist training, whereas the proportion of those who said otherwise was much higher. Education received for topics included in the core curriculum was partially sufficient level (mean = 3.04). It was observed that there was a significant relationship between the instructor characteristics, sufficiency score of the taught topics, and perception of mobbing (p < 0.01). The sufficiency scores of instructor characteristics had a 1.02-fold impact on sufficiency ratings of the topics covered in residency training. Among the respondents, 76.9 % reported encountering stress factors during their specialty training, with the most frequently exposed stress factor (52.2 %) being disorganisation within the training program. Among the participants, 22.8 % reported experiencing mobbing.
CONCLUSIONS: Education and instructor qualifications were correlated; however, stress factors and mobbing adversely affected education. A close association was observed between education, instructors, stressors, and mobbing. Thus independent and objective auditors tasked with verifying whether institutions meet the established educational standards need to be established.