Graduate obstetrics and gynecology education in medical faculties in Turkey: Current situation analysis and compliance with the needs of primary healthcare services

Objective: The aim was to assess the compliance of graduate obstetrics and gynecology curricula in Turkey medical schools with the National Core Curriculum 2014 (NCC-2014) and the needs of physicians in primary health care. Method: The first phase included curricular survey of medical schools in Turkey, using internet. NCC-2014 report was analyzed concerning subject titles pertaining to obstetrics and gynecology. Titles that were divided into fundamental (n=36) and secondary (n=15) were probed within curricular content. The second phase included focus group interviews with voluntarily participating family physicians (n=14) about their medical school obstetrics and gynecology training to reveal to what extent their needs are met. Results: On average 79,6% and 22,9% of the fundamental and secondary topics were present in the included curricula (n=54), respectively with overall compliance ranging between 36,1% - 99,4%. Chromosome disorders (27,8%), moniliasis / vaginal discharge (24,1%), and sexual dysfunction (27,8%) were the least represented topics. Study hours per topic had wide ranges with major differences across schools. Two main themes emerged in focus group interviews: deficiencies in practice during training and information overload. Topics emphasized as learner needs included 1) maternal and neonatal mortality, 2) high-risk pregnancies, 3) systemic disease in pregnancy, 4) prenatal screening tests, 5) medications in pregnancy, 6) puerperal problems, 7) non-stress test, 8) vaginal delivery skills, 9) basic obstetric and gynecological ultrasound, 10) menstrual irregularities, 11) genital hygiene education skills, 12) sexual dysfunction, 13) breast cancer, 14) adolescent health, 15) gynecologic examination, and 16) communication skills in obstetrics and gynecology. Conclusion: The study discloses compliance rates between Turkish medical school obstetrics and gynecology curricular content and the NCC-2014, as well as the needs of physician graduates in the primary setting. Integration of the revealed content into medical school curricula and the consecutive NCCs can be suggested. Key words: core curriculum, curriculum development, educational needs analysis, obstetrics and gynecolog