Kontinuirana medicinska edukacija u Srbiji sa posebnim osvrtom na Medicinski fakultet u Beogradu
Sažetak
Uvod/Cilj. Kontinuirana medicinska edukacija (KME), sa planom doživotnog učenja (lifelong learning – LLL), ima za cilj unapređenje ljudskih resursa i stalni profesionalni razvoj. Njen ključni značaj naglašen je i u različitim dokumentima evropskih institucija. Stoga, u ovom radu analizira se sadašnja situacija KME i osnovne slabosti u pružanju usluga LLL na medicinskim fakultetima u Srbiji sa naročitim razmatranjem Medicinskog fakulteta u Beogradu gde su bili dostupni detaljni finansijski podaci. Metode. Korišćeni su podaci o 2,265 medicinskih kurseva koji su podneti za akreditaciju u 2011. i 2012, među kojima 403 kursa podnela su četiri medicinska fakulteta u Srbiji (Beograd, Kragujevac, Niš, Novi Sad). Medicinski fakultet u Beogradu pružio je i podskup detaljnijih informacija o 88 izvedenih kurseva sa 5 600 polaznika. Svi podaci uneseni su u Excel bazu i analizirani pomoću programa XLSTAT 2009. Da bi se snizila složenost i moguća ponavljanja izveli smo analizu glavnih komponenti (PCA). Modeli regresije korelisanih komponenti (CCR) korišćeni su za identifikaciju determinanti učešća u kursevima. Rezultati. Tokom dvogodišnjeg perioda 12,9% kurseva koji su podneti za akreditaciju bili su u prekliničkim, 62,4% u kliničkim i 12,2% u javnozdravstvenim oblastima, a za 61,5% planirano je da se izvedu u Beogradu. Podskup Medicinskog fakulteta u Beogradu činio je 51 kurs akreditovan i izveden u 2011. godini sa 3 471 učesnikom, kao i 37 kurseva akreditovanih i izvedenih u 2012. sa ukupno 2 129 učesnika. Za ceo period prosečan broj učesnika po kursu bio je 45; u proseku učešće u troškovima iznosilo je 5 000 dinara u 2011. godini i 8 000 dinara u 2012, tako da je ukupni prihod sa donacijama za dve godine bio 16 126 495,00 dinara ili gotovo 144 000,00 evra. Ovo je omogućilo prosečnu stimulaciju od približno 90 evra po času predavanja u 2011. godini i 49 evra u 2012. Dva faktora, D1 (izvršenje) i D2 (atraktivnost), identifikovana za medicinske fakultete u Srbiji primenom PCA, objašnjavaju 71,8% razlike. Najvažnija obeležja bila su dužina kursa, broj bodova i časova edukacije po bodu za predavače i za učesnike. Nakon PCA za Medicinski fakultet u Beogradu, D1 i D2 objašnjavaju 40,7% ukupnog variranja. U CCR modelu najveće pozitivno delovanje na broj učesnika imali su broj predavača po kursu i troškovi organizacije, dok je najveći negativni uticaj imao ukupni prihod po učesniku. Zaključak. Medicinski fakulteti u Srbiji trebalo bi da preispitaju celokupnu organizaciju KME, a posebno da unaprede kvalitet i kvantitet registracije učesnika, ograniče učešće po času edukacije i snize administrativne i druge troškove, preporuče da učestvovanje predavača u KME bude kriterijum za akademsko unapređivanje i da organizuju usresređenu propagandu.
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