Assessment of Practice of Pedigree Drawing and Application of Standardized Patient in Medical Faculty Students

Authors

  • Gulgez Neslihan Taşkurt Hekim Ondokuz Mayis University, Samsun, Turkey,
  • Asli Metin Mahmutoglu Ondokuz Mayis University, Samsun, Turkey,
  • Sezgin Gunes Ondokuz Mayis University, Samsun, Turkey,
  • Ahmet Tevfik Sünter Ondokuz Mayis University, Samsun, Turkey,

DOI:

https://doi.org/10.14739/2409-2932.2019.3.184254

Keywords:

heredity pedigree, medical education, patient

Abstract

 

Drawing a pedigree is a useful and effective tool in medicine and has an important place in medical education.

The aim of this study is to share our feedbacks on the pedigree drawing practice of 3rd year medical faculty students with a standardized patient applied in professional training skills program between 2012–2017.

Materials and methods. A total of 583 medical faculty students asked appropriate questions to a standardized patient and drew a family tree. At the end of the practice, students were asked to fill an evaluation form. Propositions on the form were rated according to the 5 Likert scales. A chi-square was used to assess the differences in scoring.

Results. 566 students (97.08 %) rated strongly agreed or agreed that appropriate tools and equipment were used in the practice. The attitude of the instructor was evaluated as appropriate, representing 98.11 % of the participants. About 97.09 % of the respondents reported that the time of practice was enough. These skills were reported to be necessary and might be used in their professional life, representing 82.19 % and 78.35 % respectively. No correlation was found between the scoring of propositions and the application of standardized patients. However, we have observed that the use of standardized patients in practice significantly increases the general assessment scores of family tree drawing practice (P < 0.032).

Conclusions. Our data demonstrated that pedigree drawing training was evaluated positively by the students and standardized patient use did not make any differences in student evaluations.

References

Bennett, R., Hampel, H., Mandell, J., & Marks, J. (2003). Genetic counselors: translating genomic science into clinical practice. Journal Of Clinical Investigation, 112(9), 1274-1279. doi: 10.1172/jci200320113

Bennett, R. L., Steinhaus, K. A., Uhrich, S. B., O'Sullivan, C. K., Resta, R. G., Lochner-Doyle, D., еt al. (1995). Recommendations for standardized human pedigree nomenclature. Pedigree standardization task force of the National Society of genetic counselors. Am J Hum Genet, 56(3), 745-752.

Bienstock, J., Katz, N., Cox, S., Hueppchen, N., Erickson, S., & Puscheck, E. (2007). To the point: medical education reviews – providing feedback. American Journal Of Obstetrics And Gynecology, 196(6), 508-513. doi: 10.1016/j.ajog.2006.08.021

Bilge, S. S., Akyuz, B., Agri, A. E.  Ozlem, M. (2017). Rational drug therapy education in clinical phase carried out by task-based learning. Indian J Pharmacol, 49(1), 102-109. doi: 10.4103/0253-7613.201009

Brock, J., Allen, V., Kieser, K., & Langlois, S. (2010). Family history screening: use of the three generation pedigree in clinical practice. Journal Of Obstetrics And Gynaecology Canada, 32(7), 663-672. doi: 10.1016/s1701-2163(16)34570-4

Carver, T., Cunningham, A. P., Babb de Villiers, C., Lee, A., Hartley, S., Tischkowitz, M., еt al. (2018). Pedigreejs: a web-based graphical pedigree editor. Bioinformatics, 34(6), 1069–1071. doi: 10.1093/bioinformatics/btx705

Korf, B. (2002). Integration of genetics into clinical teaching in medical school education. Genetics In Medicine, 4(6), 33-38. doi: 10.1097/00125817-200211001-00007

McGovern, M., Johnston, M., Brown, K., Zinberg, R., & Cohen, D. (2006). Use of standardized patients in, undergraduate medical genetics education. Teaching And Learning In Medicine, 18(3), 203-207. doi: 10.1207/s15328015tlm1803_3

Okuda, Y., Bryson, E., DeMaria, S., Jacobson, L., Quinones, J., Shen, B., & Levine, A. (2009). The utility of simulation in medical education: what is the evidence? Mount Sinai Journal Of Medicine: A Journal Of Translational And Personalized Medicine, 76(4), 330-343. doi: 10.1002/msj.20127

Spencer, J., & Jordan, R. (1999). Learner centred approaches in medical education. BMJ, 318(7193), 1280-1283. doi: 10.1136/bmj.318.7193.1280

Sullivan, G., & Artino, A. (2013). Analyzing and interpreting data from likert-type scales. Journal Of Graduate Medical Education, 5(4), 541-542. doi: 10.4300/jgme-5-4-18

Tekian, A., & Taylor, D. (2017). Master’s degrees: Meeting the standards for medical and health professions education. Medical Teacher, 39(9), 906-913. doi: 10.1080/0142159x.2017.1324621

Wang, C., Sen, A., Ruffin, M., Nease, D., Gramling, R., & Acheson, L., et al. (2012). Family history assessment: impact on disease risk perceptions. American Journal Of Preventive Medicine, 43(4), 392-398. doi: 10.1016/j.amepre.2012.06.013

Downloads

How to Cite

1.
Neslihan Taşkurt Hekim G, Metin Mahmutoglu A, Gunes S, Tevfik Sünter A. Assessment of Practice of Pedigree Drawing and Application of Standardized Patient in Medical Faculty Students. Current issues in pharmacy and medicine: science and practice [Internet]. 2019Nov.21 [cited 2024Apr.14];(3). Available from: http://pharmed.zsmu.edu.ua/article/view/184254

Issue

Section

Original research