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Permanent URI for this collectionhttps://hdl.handle.net/11443/932

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    Temporary Implant Irradiation: Survey of Turkish Society of Radiation Oncology Breast Cancer Study Group
    (GALENOS YAYINCILIK, 2021-01-01) Kaydihan, Nuri; Alco, Gul; Senocak, Mustafa Sukru; Bese, Nuran
    Objective: To understand the clinical approach of radiation oncologists during the treatment of patients with breast reconstruction. Materials and Methods: A questionnaire survey was emailed to 105 active members of the Turkish Radiation Oncology Society, the Breast Cancer Study Group. The factors associated with radiation oncologists and their current practice was identified. Results: Fifty radiation oncologists (47.6\%) responded, and most of the responders (83\%) were physicians who treated >50 new breast cancer patients annually. The majority of the physicians worked in academic hospitals and had more than 15 years of work experience. The early reconstruction rate was noted to be low among patients with mastectomy (<10\% of the mastectomy patients) (p<0.05). Early implant irradiation with temporary tissue expander was noted to be a more common procedure. The majority of the respondents (68\%) preferred to irradiate an inflated implant (20\% total, 80\% partial). In addition, 22\% of the physicians declared that they routinely used bolus and that 60\% of them used it only for patients at a high risk of local recurrence factors. Conclusion: It can thus be concluded that variations exist between experienced radiation oncologists and others. Hypofractionation is not yet commonly practiced for patients with reconstruction in Turkey. A concrete consensus can be helpful to create a homogeneity in treatment decisions and practical applications.
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    The state of ethics education at medical schools in Turkey: taking stock and looking forward
    (BMC, 2020-01-01) Kavas, Mustafa Volkan; Ulman, Yesim Isil; Demir, Figen; Artvinli, Fatih; Sahiner, Melike; Demiroren, Meral; Senyurek, Gamze; Pakis, Isil; Bakirci, Nadi
    Background Ethics teaching is globally considered an essential part of medical education fostering professionalism. It does not only provide knowledge for good clinical conduct, but also trains medical students as virtuous practitioners. Although Turkey has had a considerable experience in ethics education of healthcare professionals, the general state of ethics curricula at medical schools in Turkey is unknown. Methods The purpose of this study was to collect comprehensive data about the ethics education programs at medical schools in Turkey. To this aim, we designed a cross-sectional descriptive questionnaire survey which focuses on the content, teaching years, teaching, assessment and evaluation methodologies, workforce and infrastructure. We delivered the questionnaire to all medical schools in Turkey. Seventy-nine medical schools participated in this study (response rate: 78\%). Results Although most institutions had an undergraduate ethics curriculum (91.1\%), the findings suggest deficiency of teaching personnel (34.2\% had no instructors). Furthermore, the distribution and composition of the workforce was imbalanced. The content varies largely among institutions. Medical schools with an ethics department were more likely to diversify teaching topics. However, ethics education was largely based on the four-principle approach. The content was usually conveyed to students theoretically. Around 90\% of schools had classroom lectures. It is the only method used at one-third of them. Clinical ethics education was mostly lacking. Multiple-choice tests were widely used to assess and evaluate student attainments (86.1\%). Conclusions Staff qualified to teach ethics and ethics education integrated into the six-year medical curriculum given by a multidisciplinary team are urgent necessities. Considering teaching, assessment and evaluation methodologies used, most medical schools seem to fall short of fostering students to develop ethical attitudes. Endeavors aiming for modern topics should be encouraged. As the organization ethics education change continuously, we think that a platform for monitoring ethics education at medical schools in Turkey should be established. Such a body would help ethics instructors to network and find solutions to current problems and build shared wisdom.