Abstract

Objective:

Intensive care subspecialty programs have been opened in many medical faculties and training-research hospitals in our country, and intensivists who have graduated are working in the field. The aim of this study aimed to collect information about the status of intensive care subspecialty education and the working conditions of intensive care specialists working in the field.

Materials and Methods:

After obtaining the ethics committee approval, three questionnaires for intensive care subspecialty educational staff (ES), research assistants (RA), and graduated specialists (PG) were prepared through the Google Survey and published on social media. In the questionnaires, the status of education and working conditions in the field after graduation were questioned. The descriptive statistics method was used for analysis.

Results:

The questionnaires were answered by 38 ES, 99 RA, and 46 PG. Fifty-four percent of the ES were between the ages of 51 and 60 and 65.8% were women. Fifty-one percent of ES were working in a university hospital. Forty-seven percent of full-time ES were working in the department of anesthesiology and reanimation subdepartment of intensive care, and the rate of participation of all partner clinics in the program was 86.5%. Twenty-seven (71.1%) of the ES thought that the TUKMOS core training program should be changed. The main specialty of 54.5% of RAs were anesthesiology and reanimation, and 52% of them were studying at a state university. The rate of those who were on duty at the hospital was 87.8%, and the rate of those who described the rotation training as “medium” was 36.5%. Sixty-five percent of the PGs were anesthesiology and reanimation specialists, and 64.4% said that they would like to primarily work in training and research hospitals in terms of efficiency and qualit; 87% of them stated that intensive care specialists should be able to work in any kind of intensive care unit, 69.6% thinks that the education they receive is sufficient.

Conclusion:

We believe that evaluating and sharing the data of this study may cause positive changes in intensive care subspecialty education and post-graduate working conditions.

Keywords: Intensive care, subspeciality, training

References

  1. Erbay R. Tıp Eğitiminde Yoğun Bakım Eğitimi. In: Hancı V, editor. Yoğun Bakımda Organizasyon, Yönetim ve Eğitim. 1 ed: Türkiye Klinikleri; 2020. p. 140-6.
  2. Wong T, Ling L, Gomersal C. Making critical care education BASIC: a collaborative approach to training. ICU Management & Practice 2017;17:216-9.
  3. Utku T. Yoğun Bakım Uzmanlık Eğitimi: Dünyadaki ve Ülkemizdeki Durum. In: Hancı V, editor. Yoğun Bakımda Organizasyon, Yönetim ve Eğitim. 1 ed: Türkiye Klinikleri 2020. p. 147-51.
  4. Safar P, Grenvik A. Organization and physician education in critical care medicine. Anesthesiology 1977;47:82-95.
  5. Tıpta ve Diş Hekimliğinde Uzmanlık Eğitimi Yönetmeliği. Available from: URL: from: http://tuk.saglik.gov.tr/Eklenti/13289/0/tuey2009pdf.pdf.
  6. Uğur Y, Gökmen N. Tele-Intensive Care and the Current Situation in Turkey, Opportunities, Restrictions. J Turk Soc Intens Care 2021;19:54-61.
  7. TUKMOS. Yoğun Bakım Uzmanlık Eğitimi Çekirdek Müfredatı 2017. Available from: URL: http://tuk.saglik.gov.tr/Eklenti/29631/0/yogunbakimmufredatv23pdf.pdf.
  8. Taşkın G, Coşar A. Yoğun Bakım Uzmanlık Eğitim Müfredatları ve Sınavlara Hazırlık. In: Hancı V, editor. Yoğun bakımda Organizasyon, Yönetim ve Eğitim. 1 ed: Türkiye Klinikleri; 2020. p. 152-5.
  9. Doyle S, Sharp M, Winter G, Khan MMKS, Holden R, Djondo D, et al. Twelve tips for teaching in the ICU. Med Teach 2021;43:1005-9.
  10. Brzezinski M, Kukreja J, Mitchell JD. Time-efficient, goal-directed, and evidence-based teaching in the ICU. Curr Opin Anaesthesiol 2019;32:136-43.
  11. Santhosh L, Brown W, Ferreira J, Niroula A, Carlos WG. Practical Tips for ICU Bedside Teaching. Chest 2018;154:760-5.
  12. Santhosh L, Jain S, Brady A, Sharp M, Carlos WG. Intensive Care Unit Educators: A Multicenter Evaluation of Behaviors Residents Value in Attending Physicians. Ann Am Thorac Soc 2017;14:513-6.
  13. Joyce MF, Berg S, Bittner EA. Practical strategies for increasing efficiency and effectiveness in critical care education. World J Crit Care Med 2017;6:1-12.
  14. Siddiqui S, Bartels K, Schaefer MS, Novack L, Sreedharan R, Ben-Jacob TK, et al. Critical Care Medicine Practice: A Pilot Survey of US Anesthesia Critical Care Medicine-Trained Physicians. Anesth Analg 2021;132:761-9.

Copyright and license

Copyright © 2023 The Author(s). This is an open access article distributed under the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is properly cited.

How to cite?

1.
Arıkan H, Ürkmez S, Yardaş G, Başar H, Özkoçak Turan I, Demirkıran O. A Current Overview of Intensive Care Subspeciality Education in Turkey: What Do Educational Staff, Subspecialty Residents and Specialists Think?. Turk J Intensive Care. 2023;21(4):288-296. https://doi.org/10.4274/tybd.galenos.2023.78941