Aile hekimlerinin özgül öğrenme bozukluğu hakkındaki bilgi, tutum ve davranışlarının değerlendirilmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu çalışma, aile hekimlerinin özgül öğrenme bozuklukları hakkındaki bilgi ve tutum ve davranışlarını değerlendirmeyi amaçlamıştır. Gereç-Yöntem: 15.08.2023-10.10.2023 tarihleri arasında Türkiye'de çeşitli illerde Aile Sağlığı Merkezlerinde görev yapan ve çalışmaya katılmayı kabul eden 314 aile hekimine, tarafımızca literatür taranarak oluşturulan ve pilot uygulama ile son şekli verilmiş olan anket formu online Google formlar aracılığıyla uygulanmıştır. Bu ankette aile hekimlerinin sosyodemografik verileri, ankete katılan hekimlerin özgül öğrenme bozukluğu hakkındaki bilgi ve tutum ve davranışları çeşitli soru ve önergelerle ölçülmüştür. Toplanan anket verileri SPSS 23 (Statistical Package for the Social Sciences, version 23) istatistik programı ile analiz edilmiştir. İstatistiksel anlamlılık "p" ile gösterildi ve p<0,05 değeri anlamlı kabul edildi. Bulgular: Çalışmamıza, %57,32'si (n=180) erkek ve %42,68'i (n=134) kadın olmak üzere toplam 314 hekim katılmıştır. Katılımcıların özgül öğrenme bozukluğu (ÖÖB) hakkındaki bilgi düzeylerini değerlendirdiklerinde, %53,50'si orta düzeyde bilgi sahibi olduğunu ifade etmiştir. Ancak, katılımcıların %30,25'i bilgi düzeylerini kötü ve katılımcıların %3,50 çok kötü olarak değerlendirmiştir. Hekimlerin az bir kısmı ise bu konuda kendilerini iyi %11,46 veya çok iyi %1,27 olarak değerlendirmiştir. Katılımcıların %16,24'ü özgül öğrenim bozukluğu konusunda eğitim aldığını belirtirken, %83,76'sı eğitim almadıklarını ifade etmiştir. Katılımcıların %57,32'si, "ÖÖB'nin kendi ailelerinde ve çevrelerinde karşılaşabilecekleri toplumsal bir sorun olduğunu düşündüklerinden" eğitim almayı tercih ettiklerini belirtmiştir. Ayrıca, katılımcıların %79,94'ü, primer seviyede hastalarla karşılaşan birinci basamak hekimleri olarak, hastaların tanılarının erken konması ve takibe alınması gerekliliği düşüncesiyle ÖÖB konusunda eğitim almayı istediklerini belirtmiştir. Bazı katılımcılar (%8,60), ÖÖB'nin kendi uzmanlık alanları olmadığını ve bu sebeple şikâyeti olan hastaları uzman hekimlere yönlendirecekleri için eğitim almaya ihtiyaç duymadıklarını ifade etmiştir. Eğitim almış olanların %62,75'i tarama yaparken, almamış olanların %17,11'i tarama yapmıştır. Özgül öğrenim bozukluğu hakkında eğitim almış olmanın tarama yapma durumu ile anlamlı bir ilişkisi bulunmuştur (p<0,001). Sonuç: Aile hekimlerinin özgül öğrenme bozukluğu konusundaki eğitim ve farkındalık seviyelerinin genellikle düşük olduğunu göstermektedir. Özellikle, hekimlerin önemli bir kısmı ÖÖB konusunda özel bir eğitim almamıştır ve bu durum, eğitim süreçlerindeki eksiklikleri vurgulamaktadır. Bunun yanında eğitim alma durumları aile hekimlerinin tarama yapma ve hastaları eğitime yönlendirme durumları ile doğrudan ilişkili bulunmuştur. Ayrıca, ÖÖB hastalarının düşük IQ seviyelerine sahip olduğuna dair yanlış inançlar ve toplumdaki yaygınlık konusundaki farkındalık eksikliği önemli sorunlar olarak belirlenmiştir. Bu sonuçlar, hekimlerin eğitim ve farkındalık düzeylerinin artırılması gerektiğini ve ÖÖB hastalarının yönetimindeki tutumların iyileştirilmesi için koordinasyonun güçlendirilmesinin önemini vurgulamaktadır.
Objective: This study aimed to evaluate family physicians' knowledge, attitudes and behaviors about specific learning disorders. Materials and Methods: Between 15.08.2023 and 10.10.2023, the survey form, which was created by scanning the literature and finalized with a pilot application, was applied to 314 family physicians working in Family Health Centers in various provinces in Turkey and who agreed to participate in the study, via online Google forms. In this survey, sociodemographic data of family physicians, knowledge, attitudes and behaviors of physicians participating in the survey about specific learning disorders were measured with various questions and suggestions. The collected survey data were analyzed with the SPSS 23 (Statistical Package for the Social Sciences, version 23) statistical program. Statistical significance was indicated with "p" and a value of p<0.05 was considered significant. Results: A total of 314 physicians participated in our study, 57.32% (n=180) of whom were men and 42.68% (n=134) of whom were women. When they evaluated the participants' level of knowledge about specific learning disorder (SLD), 53.50% stated that they had a moderate level of knowledge. However, 30.25% of the participants evaluated their knowledge level as bad and 3.50% of the participants evaluated it as very bad. A small number of physicians evaluated themselves as good in this regard, 11.46% or very good 1.27%. While 16.24% of the participants stated that they had received training on specific learning disorders, 83.76% stated that they had not received training. 57.32% of the participants stated that they preferred to receive training because they "think that SLD is a social problem that they may encounter in their own families and environments." In addition, 79.94% of the participants stated that, as primary care physicians who encounter patients at the primary level, they would like to receive training on SLD, with the idea that patients should be diagnosed early and followed up. Some participants (8.60%) stated that SLD is not their field of expertise and therefore they do not need to receive training as they will refer patients with complaints to specialist physicians. While 62.75% of those who received training performed screening, 17.11% of those who did not receive training did so. Having received education about specific learning disorder was found to have a significant relationship with screening status (p<0.001). Conclusion: It shows that family physicians' levels of education and awareness about specific learning disorders are generally low. In particular, a significant portion of physicians have not received specific training on SLD, and this highlights the deficiencies in the training processes. In addition, their education status was found to be directly related to family physicians' ability to perform screening and refer patients to education. Additionally, false beliefs that SLD patients have low IQ levels and lack of awareness about its prevalence in society have been identified as important problems. These results emphasize the need to increase the education and awareness levels of physicians and the importance of strengthening coordination to improve attitudes in the management of SLD patients.
Objective: This study aimed to evaluate family physicians' knowledge, attitudes and behaviors about specific learning disorders. Materials and Methods: Between 15.08.2023 and 10.10.2023, the survey form, which was created by scanning the literature and finalized with a pilot application, was applied to 314 family physicians working in Family Health Centers in various provinces in Turkey and who agreed to participate in the study, via online Google forms. In this survey, sociodemographic data of family physicians, knowledge, attitudes and behaviors of physicians participating in the survey about specific learning disorders were measured with various questions and suggestions. The collected survey data were analyzed with the SPSS 23 (Statistical Package for the Social Sciences, version 23) statistical program. Statistical significance was indicated with "p" and a value of p<0.05 was considered significant. Results: A total of 314 physicians participated in our study, 57.32% (n=180) of whom were men and 42.68% (n=134) of whom were women. When they evaluated the participants' level of knowledge about specific learning disorder (SLD), 53.50% stated that they had a moderate level of knowledge. However, 30.25% of the participants evaluated their knowledge level as bad and 3.50% of the participants evaluated it as very bad. A small number of physicians evaluated themselves as good in this regard, 11.46% or very good 1.27%. While 16.24% of the participants stated that they had received training on specific learning disorders, 83.76% stated that they had not received training. 57.32% of the participants stated that they preferred to receive training because they "think that SLD is a social problem that they may encounter in their own families and environments." In addition, 79.94% of the participants stated that, as primary care physicians who encounter patients at the primary level, they would like to receive training on SLD, with the idea that patients should be diagnosed early and followed up. Some participants (8.60%) stated that SLD is not their field of expertise and therefore they do not need to receive training as they will refer patients with complaints to specialist physicians. While 62.75% of those who received training performed screening, 17.11% of those who did not receive training did so. Having received education about specific learning disorder was found to have a significant relationship with screening status (p<0.001). Conclusion: It shows that family physicians' levels of education and awareness about specific learning disorders are generally low. In particular, a significant portion of physicians have not received specific training on SLD, and this highlights the deficiencies in the training processes. In addition, their education status was found to be directly related to family physicians' ability to perform screening and refer patients to education. Additionally, false beliefs that SLD patients have low IQ levels and lack of awareness about its prevalence in society have been identified as important problems. These results emphasize the need to increase the education and awareness levels of physicians and the importance of strengthening coordination to improve attitudes in the management of SLD patients.
Açıklama
Anahtar Kelimeler
Aile Hekimliği, Family Medicine, Özgül öğrenme bozukluğu, aile hekimleri, gelişimsel tarama, Specific learning disorder, family physicians, developmental screening
