ABSTRACT:
Since the earliest times in history, many works have been brought to the body on poiso... more ABSTRACT:
Since the earliest times in history, many works have been brought to the body on poisons, poisonings and antidotes which have attracted to mankind. Theriac is one of the most popular antidotes. According to Galen, Andromachus changed the recipe of mithridaticum and developed another compound antidote called galene. In time the name galene was changed to theriac. The theriac remedy used to use as an antidote against all kinds of venoms. It was believed that theriac both protected and cured from the venom of all poisonous animals such as snakes, spiders, scorpions, rats or mad dogs. The theriac was not only an antidote in an original sense but it was used in a very extensive way. The theriac was carried over Turc-Islamic populations and used extensively. Also it was pronounced as tiryâq or diryaq among them. Different theriac recipes encounter in Turc-Islamic medicine. In this study, only grand theriac formulations are put emphasis on. These theriac compositions are called grand theriac (tiryâq al-fârûq), because they have ingredients much more than the others. In this work, it tried to compare the different compositions of grand theriac, which were used by Avicenna and two Ottoman medical manuscripts called Yâdigâr and Mucerreb-nâme.
ÖZ:
Zehirler ve zehirlenmeler tarihin en eski zamanlarından beri insanlığın dikkatini çekmiş, zehirler ve panzehirler üzerine pek çok eser vücuda getirilmiştir. Theriac ise bu panzehirler içinde en ünlülerinden biridir. Galen, mithridaticum yapımında kullanılan maddelere İmparator Neron'un özel hekimi olan Andromachus (M.S. I. yy.)'un bazı maddeleri çıkarıp ve bazı maddeler ekleyerek galene adını verdiği başka bir karışım imâl ettiğini belirtmiştir. Galene ifadesi yerine sonraları theriac ifadesinin kullanılmaya başlanmıştır. Theriac pekçok hayvanın zehrine karşı kullanılmıştır. Hatta yılan, örümcek, akrep, sıçan ve kuduz köpek ısırıkları için hem koruyucu hem de tedavi edici olduğuna inanılıyordu. Theriac sadece panzehir olarak değil bir çok hastalığa karşı da yaygın bir şekilde kullanılıyordu. Andromachus tarafından geliştirilen bu theriac (tiryâk) bileşiminin İslâm kültürüne de geçtiğini görüyoruz. Theriac, Türk-İslam tıbbında da tiryak olarak telaffuz edilip panzehir anlamı yüklenerek kullanılagelmiştir. Zaman içerisinde farklı tiryâk formülasyonlarının oluşturulduğu ve farklı amaçlarla kullanıldığı görülmektedir. Bu formüllerden biri de Batı'da grand tiryâk olarak da isimlendirilen tiryâk-ı fârûkdur. Bu araştırmada İbn Sînâ ve iki farklı Osmanlı hekimi olan İbn Şerîf ve Şerefeddîn Sabuncuoğlu'nun verdiği tiryâk-ı fârûk formülleri karşılaştırılmıştır.
GİRİŞ ve AMAÇ: Bu çalışmada tıp eğitimi alan öğrencilerin hayvan deneylerine olan bakış açısının ... more GİRİŞ ve AMAÇ: Bu çalışmada tıp eğitimi alan öğrencilerin hayvan deneylerine olan bakış açısının tıp eğitimi almayan öğrencilerden farklı olup olmadığı ve eğer bir farklılık varsa bu farkın istatistiksel olarak değerlendirilmesi amaçlanmıştır. YÖNTEM ve GEREÇLER: Çalışmada Joffie ve ark.’nın çalışmasında yapılan anket Türkçeye çevrilip kullanılmıştır. Yapılan öndeğerlendirmeye göre Tıp Fakültesi 2. sınıf öğrencilerinden 29, Hukuk Fakültesi 2. sınıf öğrencilerinden 59 kişi olmak üzere toplam 88 katılımcıya anket uygulanmıştır. Katılımcılara bilgilendirme yapıldıktan sonra, hayvan deneyleri ile ilgili önce bir argüman (A) sunulup bu argümana katılıp katılmadıkları ve her argümanı takiben karşı argümanların (KA) argümanı daha az inandırıcı hale getirip getirmediği sorgulanmıştır. Aynı zamanda karşı argümanlar ile ikna olanların yüzdeleri karşılaştırılmıştır. BULGULAR: Katılımcıların 29’u (%33,00) erkek, 59’u (%67,00) kadındır. Bölümlerin ikna olma yüzdelerine bakıldığında ise KA1.1 ve KA2.3 ile ikna olma oranının her iki grupta da düşük olduğu görülmektedir. KA1.1, KA1.2, KA2.2, KA3.1, KA3.2 ile ikna olan Tıp öğrencilerinin oranı Hukuk öğrencilerinden fazladır. A5, A6 ve A7’ye Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre düşüktür. KA5 ve KA6 ile ikna olma yüzdelerinin her iki bölüm için de düşük olduğu görülmektedir. Tıp öğrencilerinin KA5 ve KA7 ile ikna olma oranı Hukuk öğrencilerinden düşüktür, KA6’da ise yüksektir. A8, A11 ve A12’de Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre yüksek olup, A9 ve A10’da ise düşüktür. Ancak tüm bu oranlar arasındaki farklar istatistik olarak anlamlı değildir. TARTIŞMA ve SONUÇ: Anket, 29’u Başkent Üniversitesi Tıp Fakültesi ve 59’u Hukuk Fakültesi öğrencisi toplam 88 öğrenciye uygulanmıştır. Joffie ve ark.’nın çalışmasında ise anket sorularını 1220 tıp dışı, 194 tıp öğrencisi ve 19 bilim insanı yanıtlamıştır (toplam 1433). Joffie ve ark. araştırmalarında tıp dışı katılımcılar ile tıp öğrencileri arasındaki yüzde farklarına ilişkin bir “p değeri” vermediklerinden bu farkların istatistik olarak anlamlı olup olmadıklarına dair elimizde bir bilgi mevcut değildir. Bu nedenle karşılaştırma ancak bizim çalışmamızda elde edilen yüzdeler arasında yapılabilir. Örneğin, KA1.1 ile bizim çalışmamızda Hukuk öğrencilerinin ikna olma oranı %14,30 iken, Joffie ve ark’nın çalışmasında tıp dışı katılımcılarda ikna olma oranını %92’dir. KA2.1, KA2.3, KA4, KA5, KA7, KA9.2, KA9.4 ve KA11.1 ile Hukuk öğrencilerinin ikna olma oranlarının Tıp öğrencilerinden yüksek olduğu görülmektedir. Ancak oranlar arasındaki bu farklar istatistiksel olarak anlamlı olmadığından hipotezimiz doğrulanamamıştır. Araştırmanın daha büyük bir örneklem genişliği ve daha heterojen bir katılımcı grubuna uygulanması ile sonucun değişip değişmeyeceğinin sorgulanması önerilmektedir.
Asklepions had a place in Greek Pantheon since 5th century BC as the physician-god or the god of ... more Asklepions had a place in Greek Pantheon since 5th century BC as the physician-god or the god of healing. His cult spread to whole Antique World and over than 200 healing temples were built in the name of Asklepios. His family started to develop together with his myth. He and is wife Epione have two sons named Machaon and Podaleiros and five daughters named Hygieia, Panacheia, Acheso, Iaso and Aigle. His daughters have some of his powers. The most famous one of his daughters is Hygieia. She became a symbol of preventive medicine. The temples established in the name of Asklepios are called Asclepion.
1884 yılında İstanbul’da doğan Dr. Vasfi Bey, 1899’da girdiği Mekteb-i Tıbbiye-i Mülkiye’yi 1905’... more 1884 yılında İstanbul’da doğan Dr. Vasfi Bey, 1899’da girdiği Mekteb-i Tıbbiye-i Mülkiye’yi 1905’te birincilikle bitirmiştir. 1908 senesinde açılan sınavı kazanıp Paris Tıp Fakültesi Adlî Tıp Enstitüsü’ne gitmiştir. Prof. Thoinot’un yanında uzmanlığını tamamladıktan sonra 1911’de geri dönmüştür. 1912’de sınavla tıbb-ı kanunî müderris muavinliğine atanmıştır. Sonrasında ise Tababet-i Adliye müdür muavinliği ve müdürlüğü görevlerinde bulunmuştur. 1919’da Dr. Bahaettin Şakir’in yerine müderrisler meclisince müderris olarak seçilmiştir. Dr. Vasfi Bey 1923 yılından 1924’teki vefatına kadar Tıp Fakültesi reisliği de yapmıştır.
Dr. Vasfi was born in 1884 in Istanbul. He had begun his medical education in 1899 in Ottoman Civilian Medical School, an graduated ranking first in class. In 1908 he won the exam and went to the Institute of Forensic Medicine at the Paris Medical School. After completing his expertise with Prof. Thoinot, he returned to Istanbul in 1911. In 1912, he was appointed to the assistant professor of forensic medicine by passing exam. Subsequently, he served as asistant director and director of Forensic Medicine Institute. In 1919, he was chosen as a forensic medicine professor instead of Dr. Bahaettin Şakir by professors’ board of medical school. Dr. Vasfi served as dean of medical school from 1923 to his dead in 1924.
De Materia Medica of Dioscorides includes the medicinal properties of over one thousand natural m... more De Materia Medica of Dioscorides includes the medicinal properties of over one thousand natural medicinal substances; most of these are botanical in origin, but drugs of animal and mineral origin were also enclosed. Thus it is necessary to consider this monumental work in every aspects. One of them is veterinary usage of drugs in De Materia Medica. The first English version of De Materia Medica was translated by John Goodyer in 1655 and was prepared by Robert Gunther in 1968. A group of scientist moderated by Tess Anne Osbaldeston revised Gunter’s English version in 2000. In this paper, this revised version was used widely. The translations and expressions of revised version was controlled and compared with the Latin and Greek version printed in 1549. Besides the modern research studies were reached to verify the properties and usage of the herbs in veterinary medicine that Dioscorides mentioned. As a result there are seven drugs related to veterinary usage in it such as mastic tree, cedar, olive oil sediment, cuttlefish, Egyptian lupin, Hart’s tongue fern (or Horse tongue), and Wild clematis. Dioscorides suggested external usage for all of them for animal diseases such as parasitic skin diseases, scabs, ulcers, dislocations, and white spots on the cornea. He does not give any dosages of these drugs but he gives application and preparing methods of them. This study shows us that the drugs Dioscorides mentiones for veterinary usage could be effective for external animal diseases.
Cambridge Consortium of Bioethics Education established the “Turkey Working Group” in Paris on Ju... more Cambridge Consortium of Bioethics Education established the “Turkey Working Group” in Paris on June 21st, 2013. The Centre of this Group is Acibadem University School of Medicine, the Department of Medical History and Ethics, chaired by YIUlman. The Group functions as a collective of scholars, academics, experts who collaborate interdisciplinarily in bioethics education. The Group began to act by organizing workshops to assign its aims and strategies. The aims of the Group are to raise awareness in ethics education and moral decision making in the academy and at clinical setting; to work multiprofessionally in coordination with other healthcare professionals; to enhance advocacy of ethics teaching at university; to follow humanities perspective; to share ideas on curriculum development; to compare and learn mutually from the experiences; to choose topics for discussion on the issues of bioethics and societal issues; to structure multi-based research among countries. It is opening a ...
The Cambridge Consortium of Bioethics Education The Cambridge Consortium of Bioethics Education w... more The Cambridge Consortium of Bioethics Education The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011. The Platform mainly aimed at developing bioethics education through annual meetings with other bioethics educators around the world to share experiences and ideas on developing curricula . The Consortium initiated country-based Working Groups in June 2013, specifically in Hungary, New Zealand, Pan-Arab (Lebanon), Romania, Russia, Serbia, Spain, The Netherlands, and Turkey . The purpose of the Working Groups is to encourage people and institutions to work together on developing bioethics education in their countries by setting up focus groups that invite others to share information and develop mutual projects; to further how bioethics is taught in universities, hospitals, and to the general public. Turkey Working Group Upon the invitation of the Cambridge Consortium, the Turkey Working Group was established in 2013. Focus Group Mem...
This paper aims to analyze the steps in medical modernization at socio-political context during t... more This paper aims to analyze the steps in medical modernization at socio-political context during the 19th century Ottoman State by focusing on the life of Dr. Servichen (1815-1897), a professor Medicine at the time in Turkey. At the wake of the social reformation in the Ottoman Empire, Serovpe Vicenian (Servicen) received medical education in Paris and Pisa. On his return to Istanbul in 1843, he became the chief physician at Military Porte Hospital. The modernized School of Medicine provided him a convenient ground where he initiated Forensic Medicine courses in 1846. He could apply chloroform during surgery almost simultaneously with the modern medical centres in Europe. He contributed to the foundation of professional societies such as the Ottoman Red Crescent, the Imperial Society of Medicine, the Gazette Médicale d’Orient. He served for the composition of the Armenian National Constitution in collaboration with his colleagues. Dr. Servichen was in close contact with the Ottoman intellectuals, such as Midhat Pasha (1822-1884) who led the Ottoman constitutional movement. He was among the cadres who installed modern medical education in Turkey during the late Ottoman Empire that was undergoing social change towards modernization during the 19th century.
Key Words: History of Medicine, 19th century, Modernization, Medical Education, Ottoman Empire
Pedanius Dioscorides was a Roman army surgeon in the first century A.D. His great work called De ... more Pedanius Dioscorides was a Roman army surgeon in the first century A.D. His great work called De Materia Medica is widely
accepted as the foremost pharmaceutical source of antiquity. Dioscorides was the originator of materia medica (pharmacology), and he took advantage of his extensive travels to study plants. Dioscorides was considered a major authority on simple drugs for sixteen centuries. De Materia Medica served as a corner stone for both western and eastern pharmaceutical and herbal writing, and was translated into Syriac, Arabic, and Persian, as well as Latin. The particular characteristic of medical therapy in the Medieval Period was the extensive employment of drugs of all kinds. For this reason, Dioscorides’ De Materia Medica was not only studied closely, but it also became a text book that Turk-Islamic scientists frequently referred to in their writings.
Istanbul University Student Guides (Talebe Rehberleri) which have been published annually since 1... more Istanbul University Student Guides (Talebe Rehberleri) which have been published annually since 1920 are valuable academic sources to supply for comprehensive information about university education at that time. These guides provide information with the education, curriculum, names of lecturers, education days and hours, and even the addresses of departments of the Istanbul University Faculties of Medicine, Letters, Science and Law. It has been proven that there existed forensic medicine education in Faculties of Medicine and Law in Istanbul University at that time. According to the information acquired by these Guides, Dr. Vasfi Bey (1884-1924) worked as the professor of forensic medicine between 1919 and 1924. Succeeding him, Dr. Halit Naci (1881-1947) and Dr. Ethem Akif (1875-1952) gave forensic medicine lessons respectively in the Faculty of Medicine until 1931. According to student guides, Dr. Ethem Akif was the first professor of forensic medicine in Faculty of Law, as a physician. He structured the curriculum for forensic medicine education for the Faculty of Law, as well. Dr. Ethem Akif became professor in Faculty of Medicine, later on, and he reorganized the curriculum of forensic medicine education at that School.
Keywords: History of the education Forensic Medicine; Student guides; Curriculum.
Soranus was born at Ephesus, lived during the reigns of Trajan and Hadrian (AD 98-138). According... more Soranus was born at Ephesus, lived during the reigns of Trajan and Hadrian (AD 98-138). According to the Suda, he practised in Alexandria and subsequently in Rome. He was the chief representative of the school of physicians known as "Methodists." His treatise Gynecology is extant. Soranus' famous work Gynecology is said to have been written for the physicians, midwives, and laymen. Since only affluent families were able to hire midwives, it is possible that Soranus' guide to childbirth could be used by anyone to give basic care for the mother and newborn. Also his book describes contraceptive methods, obstetric techniques that were thought to be new in the 15th century.
Early Byzantine Period includes between A.D. 330 when Constantinople was established and A.D. 518... more Early Byzantine Period includes between A.D. 330 when Constantinople was established and A.D. 518 when Justinus I became emperor. In this time period, a lot of philanthropic foundations such as hospitals, hospices, orphanages, rest homes and soup
kitchens are established. Many of patriarchs and religious men opened them. In some
of them, it refers to there was patients’ care. The oldest hospital in Constantinople was
established by Hasios Marcianos, and was next to Saint Irene Church. In addition to this
Empress Flacilla wife of Theodosius the Great made hospitals restored and visited
patients regularly.
Hospitals were not limited in the center of Empire. Hospitals and other philanthropic
foundations were established in Antiochia, Alexandria, Nikea, Adrianopolis, Castoria and
Jerusalem.
The concept of the modern hospital (the actual care, ‘hospitality’ and treatment of visitors) for the civilian masses in Europe didn’t come to fruition until post Constantine and
the rise of Christianity. While these early Christian hospitals were grossly over their
heads regarding medical capability (they essentially served as last stops for the dying or
quarantine centers), the concept of providing care to the public was the actual intent. In
this regard, the first civilian hospitals were developed.
3rd National Congress of Medical Ethics (With International Participation) Congress Proceedings Book, Vol. 2, 2003
The Theodosian Code is a compilation of the laws, or decrees from 313 to 438. The Novels, or New ... more The Theodosian Code is a compilation of the laws, or decrees from 313 to 438. The Novels, or New Constitutions contain a few laws decreed in the Eastern Empire and the bulk of legislation of the Western Empire From 438 until 468. With decrees of Theodosius II, the collecting of laws was started on March 26, 429, and its consequence was promulgated on February 15, 438. This code includes whole laws which regulate all of the actions in Roman Empire. Therefore in this collection there are many laws about physicians. In these laws many subjects, such as exemptions and special grants of physicians, behaviours of other people to physicians and promotions of chief physicians, were held on. In addition to this the taxes and compulsory duties which the physicians exempted from were dealt with one by one. In the period of this code almost every emperor legislated some laws about physicians. This code includes very important information about history of medicine and medical deontology.
Key Words: Roman Medicine, Theodosian Codex, Medical Laws
3rd National Congress of Medical Ethics (With International Participation) Congress Proceedings Book, Vol. 2, 2003
Since humans and animals began to live together, humans have used animals for their benefits and ... more Since humans and animals began to live together, humans have used animals for their benefits and utilized animals in order to tolerate physical inefficiency against nature. Until nineteenth centuary when animals have been using for their physical power, technology developing with industrial revolution decreased usage of animals in that way. But medical and biological progress have increased usage of them in these fields. Animals using in experiments have contributed a lot to every stage of medical and biological progress. Risks of unconscious usage of animals like any other experiment material should be prevented. In addition to this if animal will suffer during experiment it should be minimized. Transgenic animal production/usage for special purposes causes other ethical problems. Production purposes of transgenic animals are often questioned. Common concept in this subject, genetic construction of animals can be modified without an attack on the animals’ essential nature.
Key Words: Transgenic animal, transgenesis, intrinsic value.
De materia medica was the greatest pharmaceutical guide of antiquity. This great work was archiev... more De materia medica was the greatest pharmaceutical guide of antiquity. This great work was archieved by Pedanius Dioscorides who was Greek army surgeon in the service of Nero (54-68 A. D.). Pedanius Dioscorides was originator of the materia medica and utilized his opportunities of travel in the study of plants. With this work, Dioscorides contiuned to be regarded as a major authority on simple drugs for sixteen centuries. In De materia medica, Dioscorides discussed more than 600 plants, 35 animal products, and 90 minerals. About 149 of these were already known to Hippocrates, and no less than 90 are still in use today. De materia medica set the pattern of later times. Dioscorides described the habitat of drugs; gave a botanical description; explained its properties; described its medicinal usage and side effects; gave quantities and dosages; described methods of adulteration; gave the veterinary, magical, and nonmedical usages; and indicated where the plant could be found. De materia medica consists of five books. The first book dealt with aromatic plants, oils, ointments, trees, and shrubs; the second with animals, animal parts, milk, and dairy products, cereals, and sharp herbs; the third with roots, juices, herbs, and seeds; the fourth with herbs and roots not previously mentioned; and the fifth with wines and minerals. These are sometimes accompanied by a sixth book which deals with poisons, and on rare occasions by a seventh and eighth book dealing with animal bites and venomous animals.
The work of Dioscorides served as the corner stone for western and also eastern pharmaceutical and herbal writing for the next 1500 years and was early translated into Syriac, Arabic, and Persian as well as Latin exerting a profound influence on the development of medicine in the Near East as well as in Europe. It was through the pionnering efforts of Araps that The Greek Herbal of Pedanios Dioscorides was transmitted to mediaeval Europe. The special characteristics of Arabist therapy was the wide employment of drugs of all kinds. For this reason De materia medica of Dioscorides was studied closely. It was translated directly into Arabic without resort to a Syriac intermediate in 9th century A.D. by a Nestorian, Istafan bin Basil, also known as Stephanos ibn Basilos. Another Nestorian, and one of the greatest translators of that time, Hunayn bin Ishaq, improved upon this translation, and wrote a redaction. But there was a big problem on the translation of De materia medica. Because translators could not find Arabic and Syriac synononyms of drugs which Dioscorides was referred. Istafan bin Basil did not translate the drug names completely. He transcribed many of the Greek drug names in Arabic alphabeth. This work was very difficult in that time because botanic nomenclature in Arabic language was not enough to translate whole drugs in De materia medica of Dioscorides. For this reason translators had to form an Arabic botanical nomenclature. It could be mentioned that De materia medica of Dioscorides caused to constitute an Arabic botanical nomenclature. Even during the Mediaeval Age, Dioscorides was remembered largely though aphorisms and the magical properties of drugs. Improved versions of this monumental work were made available from time to time, especially in the Western Caliphate. Many of the Islamic writers on medicine was interested in simple drugs and their properties. So De materia medica of Dioscorides was great source for their pharmaceutical works. For example Sabur bin Sahl, Ibn Sina, al-Razi, Ibn Juljul, Ali bin Ridvan, al-Ghafiqi, Abdullatif el-Baghdadi, Ibn Baitar, al-Biruni, Davud al-Antaki, and Ismail Jurjani used De materia medica of Dioscorides as a pharmaceutical source and they mentioned Dioscorides in their books. Some of the writers among them wrote a treatise to explain the drug names in De materia medica of Dioscorides.
At the end it is certain that De materia medica of Dioscorides was great monumental work. It was used by many doctors and medical writers in Eastern and Western culture. De materia medica is one of the earliest pharmaceutical work dealing with medicinal plants, animal parts and products, and minerals, and it was accepted as an almost infallible authority as late as the Renaissance period.
The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press... more The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011 to encourage people and institutions to work together on developing bioethics education in their countries. To that aim, Consortium initiated country-based working groups including Turkey (2013) by setting up working groups to share information and develop mutual projects with each other. Turkey Working Group specified its aims and strategies to raise awareness in ethics education and moral decision making and share ideas on professionalism curricula in order to further model how bioethics is taught in universities, hospitals, and for the general public by a series of workshops. The Turkey Working Group realized its third workshop on the theme “How can ethics be taught in health sciences?" to discuss developing an approach towards the current challenges of methodology of ethics education in the context of healthcare professionals’ moral development. By answering this question, the Workshop aimed to emancipate educators, professionals from clichés by encouraging them to seek ways for innovative educational methods, by giving emphasis on the importance of collaboration and interaction. We think the systematical review of the themes referred by the Group in this workshop, would be a useful initial structural ground for further discussions and implementations. The learning environment of medical education has both negative and positive influences on students’ acquisition of ethics-related skills, as well as professional skills, knowledge and attitudes. Considering the recent trend in medical education towards more student-centered and professional values-oriented curricula, one should expect that today graduates are more humanistic and virtuous. On the other hand, students are generally idealistic and compassionate when they start the journey to become doctors. However, despite students’ good intentions and medical schools’ struggle for improving teaching of ethics, related skills and attitudes, cynicism emerges eventually in most of the students while they are becoming healthcare professionals. The Cambridge Bioethics Education Turkey Group proposes that a student-centered and professional values-oriented curriculum can help to raise more humanistic and virtuous students. Despite the barriers in the current structure of modern medicine and medical education, there are effective student-centered teaching methods and various strategies to overcome negative influences of the hidden curricula, which in the end help us produce better equipped healthcare professionals in terms ethical competency, moral awareness and reflective skills.
Key Words: Medical Education, Ethics, Professional Values, Professionalism, Team Working, Collective Action
Cambridge Bioethics Education Turkey Working Group, III. Workshop Report
“How can ethics be taug... more Cambridge Bioethics Education Turkey Working Group, III. Workshop Report
“How can ethics be taught in Health Sciences?”, Ankara, 23 May 2014
CAMBRIDGE BIOETHICS EDUCATION TURKEY WORKING GROUP,
III. WORKSHOP REPORT
“How can ethics be taught in Health Sciences?”
Ankara, 23 May 2014
Workshop Group I Report
By answering the question above, while creating new ones in search of answers to them, this Workshop aims to emancipate ourselves from clichées and stereotyped thoughts and applications; it intends to emphasize the importance of collaboration and interaction.
Discussing the feasibility of teaching bioethics, noticing the positive and negative effects of learning environment over ethical values and ethical decision-making will help to be aware, to understand, to solve the problems in this process. During medical education, the dynamics at macro level are to determine particularly the development of ethical attitudes and behaviors of the medical students, young physicians and healthcare professionals in general. This determining factor in question can have either positive or negative effects. As a result of this interaction, the student develops attitudes and behaviors different from the point he has started in the beginning of medical education process.
The Cambridge Consortium of Bioethics Education
The Cambridge Consortium of Bioethics Education ... more The Cambridge Consortium of Bioethics Education
The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011. The Platform mainly aimed at developing bioethics education through annual meetings with other bioethics educators around the world to share experiences and ideas on developing curricula . The Consortium initiated country-based Working Groups in June 2013, specifically in Hungary, New Zealand, Pan-Arab (Lebanon), Romania, Russia, Serbia, Spain, The Netherlands, and Turkey .
The purpose of the Working Groups is to encourage people and institutions to work together on developing bioethics education in their countries by setting up focus groups that invite others to share information and develop mutual projects; to further how bioethics is taught in universities, hospitals, and to the general public.
Turkey Working Group
Upon the invitation of the Cambridge Consortium, the Turkey Working Group was established in 2013. Focus Group Members in Turkey are composed of Murat Aksu, Fatih Artvinli, Nadi Bakirci, Tuna Cakar, Muhtar Cokar, Figen Demir, Volkan Kavas, Gulsum Onal, Isil Pakis, Melike Sahiner, Pinar Topsever, Inci User, Yesim Isil Ulman (chair), Kevser Vatansever, Vedat Yildirim. The Group is based in the History of Medicine and Ethics Department at Acibadem University School of Medicine in Istanbul. The Group dynamic is based on the volunteering zeal and dedication of the professionals forming this collective.
ABSTRACT:
Since the earliest times in history, many works have been brought to the body on poiso... more ABSTRACT:
Since the earliest times in history, many works have been brought to the body on poisons, poisonings and antidotes which have attracted to mankind. Theriac is one of the most popular antidotes. According to Galen, Andromachus changed the recipe of mithridaticum and developed another compound antidote called galene. In time the name galene was changed to theriac. The theriac remedy used to use as an antidote against all kinds of venoms. It was believed that theriac both protected and cured from the venom of all poisonous animals such as snakes, spiders, scorpions, rats or mad dogs. The theriac was not only an antidote in an original sense but it was used in a very extensive way. The theriac was carried over Turc-Islamic populations and used extensively. Also it was pronounced as tiryâq or diryaq among them. Different theriac recipes encounter in Turc-Islamic medicine. In this study, only grand theriac formulations are put emphasis on. These theriac compositions are called grand theriac (tiryâq al-fârûq), because they have ingredients much more than the others. In this work, it tried to compare the different compositions of grand theriac, which were used by Avicenna and two Ottoman medical manuscripts called Yâdigâr and Mucerreb-nâme.
ÖZ:
Zehirler ve zehirlenmeler tarihin en eski zamanlarından beri insanlığın dikkatini çekmiş, zehirler ve panzehirler üzerine pek çok eser vücuda getirilmiştir. Theriac ise bu panzehirler içinde en ünlülerinden biridir. Galen, mithridaticum yapımında kullanılan maddelere İmparator Neron'un özel hekimi olan Andromachus (M.S. I. yy.)'un bazı maddeleri çıkarıp ve bazı maddeler ekleyerek galene adını verdiği başka bir karışım imâl ettiğini belirtmiştir. Galene ifadesi yerine sonraları theriac ifadesinin kullanılmaya başlanmıştır. Theriac pekçok hayvanın zehrine karşı kullanılmıştır. Hatta yılan, örümcek, akrep, sıçan ve kuduz köpek ısırıkları için hem koruyucu hem de tedavi edici olduğuna inanılıyordu. Theriac sadece panzehir olarak değil bir çok hastalığa karşı da yaygın bir şekilde kullanılıyordu. Andromachus tarafından geliştirilen bu theriac (tiryâk) bileşiminin İslâm kültürüne de geçtiğini görüyoruz. Theriac, Türk-İslam tıbbında da tiryak olarak telaffuz edilip panzehir anlamı yüklenerek kullanılagelmiştir. Zaman içerisinde farklı tiryâk formülasyonlarının oluşturulduğu ve farklı amaçlarla kullanıldığı görülmektedir. Bu formüllerden biri de Batı'da grand tiryâk olarak da isimlendirilen tiryâk-ı fârûkdur. Bu araştırmada İbn Sînâ ve iki farklı Osmanlı hekimi olan İbn Şerîf ve Şerefeddîn Sabuncuoğlu'nun verdiği tiryâk-ı fârûk formülleri karşılaştırılmıştır.
GİRİŞ ve AMAÇ: Bu çalışmada tıp eğitimi alan öğrencilerin hayvan deneylerine olan bakış açısının ... more GİRİŞ ve AMAÇ: Bu çalışmada tıp eğitimi alan öğrencilerin hayvan deneylerine olan bakış açısının tıp eğitimi almayan öğrencilerden farklı olup olmadığı ve eğer bir farklılık varsa bu farkın istatistiksel olarak değerlendirilmesi amaçlanmıştır. YÖNTEM ve GEREÇLER: Çalışmada Joffie ve ark.’nın çalışmasında yapılan anket Türkçeye çevrilip kullanılmıştır. Yapılan öndeğerlendirmeye göre Tıp Fakültesi 2. sınıf öğrencilerinden 29, Hukuk Fakültesi 2. sınıf öğrencilerinden 59 kişi olmak üzere toplam 88 katılımcıya anket uygulanmıştır. Katılımcılara bilgilendirme yapıldıktan sonra, hayvan deneyleri ile ilgili önce bir argüman (A) sunulup bu argümana katılıp katılmadıkları ve her argümanı takiben karşı argümanların (KA) argümanı daha az inandırıcı hale getirip getirmediği sorgulanmıştır. Aynı zamanda karşı argümanlar ile ikna olanların yüzdeleri karşılaştırılmıştır. BULGULAR: Katılımcıların 29’u (%33,00) erkek, 59’u (%67,00) kadındır. Bölümlerin ikna olma yüzdelerine bakıldığında ise KA1.1 ve KA2.3 ile ikna olma oranının her iki grupta da düşük olduğu görülmektedir. KA1.1, KA1.2, KA2.2, KA3.1, KA3.2 ile ikna olan Tıp öğrencilerinin oranı Hukuk öğrencilerinden fazladır. A5, A6 ve A7’ye Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre düşüktür. KA5 ve KA6 ile ikna olma yüzdelerinin her iki bölüm için de düşük olduğu görülmektedir. Tıp öğrencilerinin KA5 ve KA7 ile ikna olma oranı Hukuk öğrencilerinden düşüktür, KA6’da ise yüksektir. A8, A11 ve A12’de Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre yüksek olup, A9 ve A10’da ise düşüktür. Ancak tüm bu oranlar arasındaki farklar istatistik olarak anlamlı değildir. TARTIŞMA ve SONUÇ: Anket, 29’u Başkent Üniversitesi Tıp Fakültesi ve 59’u Hukuk Fakültesi öğrencisi toplam 88 öğrenciye uygulanmıştır. Joffie ve ark.’nın çalışmasında ise anket sorularını 1220 tıp dışı, 194 tıp öğrencisi ve 19 bilim insanı yanıtlamıştır (toplam 1433). Joffie ve ark. araştırmalarında tıp dışı katılımcılar ile tıp öğrencileri arasındaki yüzde farklarına ilişkin bir “p değeri” vermediklerinden bu farkların istatistik olarak anlamlı olup olmadıklarına dair elimizde bir bilgi mevcut değildir. Bu nedenle karşılaştırma ancak bizim çalışmamızda elde edilen yüzdeler arasında yapılabilir. Örneğin, KA1.1 ile bizim çalışmamızda Hukuk öğrencilerinin ikna olma oranı %14,30 iken, Joffie ve ark’nın çalışmasında tıp dışı katılımcılarda ikna olma oranını %92’dir. KA2.1, KA2.3, KA4, KA5, KA7, KA9.2, KA9.4 ve KA11.1 ile Hukuk öğrencilerinin ikna olma oranlarının Tıp öğrencilerinden yüksek olduğu görülmektedir. Ancak oranlar arasındaki bu farklar istatistiksel olarak anlamlı olmadığından hipotezimiz doğrulanamamıştır. Araştırmanın daha büyük bir örneklem genişliği ve daha heterojen bir katılımcı grubuna uygulanması ile sonucun değişip değişmeyeceğinin sorgulanması önerilmektedir.
Asklepions had a place in Greek Pantheon since 5th century BC as the physician-god or the god of ... more Asklepions had a place in Greek Pantheon since 5th century BC as the physician-god or the god of healing. His cult spread to whole Antique World and over than 200 healing temples were built in the name of Asklepios. His family started to develop together with his myth. He and is wife Epione have two sons named Machaon and Podaleiros and five daughters named Hygieia, Panacheia, Acheso, Iaso and Aigle. His daughters have some of his powers. The most famous one of his daughters is Hygieia. She became a symbol of preventive medicine. The temples established in the name of Asklepios are called Asclepion.
1884 yılında İstanbul’da doğan Dr. Vasfi Bey, 1899’da girdiği Mekteb-i Tıbbiye-i Mülkiye’yi 1905’... more 1884 yılında İstanbul’da doğan Dr. Vasfi Bey, 1899’da girdiği Mekteb-i Tıbbiye-i Mülkiye’yi 1905’te birincilikle bitirmiştir. 1908 senesinde açılan sınavı kazanıp Paris Tıp Fakültesi Adlî Tıp Enstitüsü’ne gitmiştir. Prof. Thoinot’un yanında uzmanlığını tamamladıktan sonra 1911’de geri dönmüştür. 1912’de sınavla tıbb-ı kanunî müderris muavinliğine atanmıştır. Sonrasında ise Tababet-i Adliye müdür muavinliği ve müdürlüğü görevlerinde bulunmuştur. 1919’da Dr. Bahaettin Şakir’in yerine müderrisler meclisince müderris olarak seçilmiştir. Dr. Vasfi Bey 1923 yılından 1924’teki vefatına kadar Tıp Fakültesi reisliği de yapmıştır.
Dr. Vasfi was born in 1884 in Istanbul. He had begun his medical education in 1899 in Ottoman Civilian Medical School, an graduated ranking first in class. In 1908 he won the exam and went to the Institute of Forensic Medicine at the Paris Medical School. After completing his expertise with Prof. Thoinot, he returned to Istanbul in 1911. In 1912, he was appointed to the assistant professor of forensic medicine by passing exam. Subsequently, he served as asistant director and director of Forensic Medicine Institute. In 1919, he was chosen as a forensic medicine professor instead of Dr. Bahaettin Şakir by professors’ board of medical school. Dr. Vasfi served as dean of medical school from 1923 to his dead in 1924.
De Materia Medica of Dioscorides includes the medicinal properties of over one thousand natural m... more De Materia Medica of Dioscorides includes the medicinal properties of over one thousand natural medicinal substances; most of these are botanical in origin, but drugs of animal and mineral origin were also enclosed. Thus it is necessary to consider this monumental work in every aspects. One of them is veterinary usage of drugs in De Materia Medica. The first English version of De Materia Medica was translated by John Goodyer in 1655 and was prepared by Robert Gunther in 1968. A group of scientist moderated by Tess Anne Osbaldeston revised Gunter’s English version in 2000. In this paper, this revised version was used widely. The translations and expressions of revised version was controlled and compared with the Latin and Greek version printed in 1549. Besides the modern research studies were reached to verify the properties and usage of the herbs in veterinary medicine that Dioscorides mentioned. As a result there are seven drugs related to veterinary usage in it such as mastic tree, cedar, olive oil sediment, cuttlefish, Egyptian lupin, Hart’s tongue fern (or Horse tongue), and Wild clematis. Dioscorides suggested external usage for all of them for animal diseases such as parasitic skin diseases, scabs, ulcers, dislocations, and white spots on the cornea. He does not give any dosages of these drugs but he gives application and preparing methods of them. This study shows us that the drugs Dioscorides mentiones for veterinary usage could be effective for external animal diseases.
Cambridge Consortium of Bioethics Education established the “Turkey Working Group” in Paris on Ju... more Cambridge Consortium of Bioethics Education established the “Turkey Working Group” in Paris on June 21st, 2013. The Centre of this Group is Acibadem University School of Medicine, the Department of Medical History and Ethics, chaired by YIUlman. The Group functions as a collective of scholars, academics, experts who collaborate interdisciplinarily in bioethics education. The Group began to act by organizing workshops to assign its aims and strategies. The aims of the Group are to raise awareness in ethics education and moral decision making in the academy and at clinical setting; to work multiprofessionally in coordination with other healthcare professionals; to enhance advocacy of ethics teaching at university; to follow humanities perspective; to share ideas on curriculum development; to compare and learn mutually from the experiences; to choose topics for discussion on the issues of bioethics and societal issues; to structure multi-based research among countries. It is opening a ...
The Cambridge Consortium of Bioethics Education The Cambridge Consortium of Bioethics Education w... more The Cambridge Consortium of Bioethics Education The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011. The Platform mainly aimed at developing bioethics education through annual meetings with other bioethics educators around the world to share experiences and ideas on developing curricula . The Consortium initiated country-based Working Groups in June 2013, specifically in Hungary, New Zealand, Pan-Arab (Lebanon), Romania, Russia, Serbia, Spain, The Netherlands, and Turkey . The purpose of the Working Groups is to encourage people and institutions to work together on developing bioethics education in their countries by setting up focus groups that invite others to share information and develop mutual projects; to further how bioethics is taught in universities, hospitals, and to the general public. Turkey Working Group Upon the invitation of the Cambridge Consortium, the Turkey Working Group was established in 2013. Focus Group Mem...
This paper aims to analyze the steps in medical modernization at socio-political context during t... more This paper aims to analyze the steps in medical modernization at socio-political context during the 19th century Ottoman State by focusing on the life of Dr. Servichen (1815-1897), a professor Medicine at the time in Turkey. At the wake of the social reformation in the Ottoman Empire, Serovpe Vicenian (Servicen) received medical education in Paris and Pisa. On his return to Istanbul in 1843, he became the chief physician at Military Porte Hospital. The modernized School of Medicine provided him a convenient ground where he initiated Forensic Medicine courses in 1846. He could apply chloroform during surgery almost simultaneously with the modern medical centres in Europe. He contributed to the foundation of professional societies such as the Ottoman Red Crescent, the Imperial Society of Medicine, the Gazette Médicale d’Orient. He served for the composition of the Armenian National Constitution in collaboration with his colleagues. Dr. Servichen was in close contact with the Ottoman intellectuals, such as Midhat Pasha (1822-1884) who led the Ottoman constitutional movement. He was among the cadres who installed modern medical education in Turkey during the late Ottoman Empire that was undergoing social change towards modernization during the 19th century.
Key Words: History of Medicine, 19th century, Modernization, Medical Education, Ottoman Empire
Pedanius Dioscorides was a Roman army surgeon in the first century A.D. His great work called De ... more Pedanius Dioscorides was a Roman army surgeon in the first century A.D. His great work called De Materia Medica is widely
accepted as the foremost pharmaceutical source of antiquity. Dioscorides was the originator of materia medica (pharmacology), and he took advantage of his extensive travels to study plants. Dioscorides was considered a major authority on simple drugs for sixteen centuries. De Materia Medica served as a corner stone for both western and eastern pharmaceutical and herbal writing, and was translated into Syriac, Arabic, and Persian, as well as Latin. The particular characteristic of medical therapy in the Medieval Period was the extensive employment of drugs of all kinds. For this reason, Dioscorides’ De Materia Medica was not only studied closely, but it also became a text book that Turk-Islamic scientists frequently referred to in their writings.
Istanbul University Student Guides (Talebe Rehberleri) which have been published annually since 1... more Istanbul University Student Guides (Talebe Rehberleri) which have been published annually since 1920 are valuable academic sources to supply for comprehensive information about university education at that time. These guides provide information with the education, curriculum, names of lecturers, education days and hours, and even the addresses of departments of the Istanbul University Faculties of Medicine, Letters, Science and Law. It has been proven that there existed forensic medicine education in Faculties of Medicine and Law in Istanbul University at that time. According to the information acquired by these Guides, Dr. Vasfi Bey (1884-1924) worked as the professor of forensic medicine between 1919 and 1924. Succeeding him, Dr. Halit Naci (1881-1947) and Dr. Ethem Akif (1875-1952) gave forensic medicine lessons respectively in the Faculty of Medicine until 1931. According to student guides, Dr. Ethem Akif was the first professor of forensic medicine in Faculty of Law, as a physician. He structured the curriculum for forensic medicine education for the Faculty of Law, as well. Dr. Ethem Akif became professor in Faculty of Medicine, later on, and he reorganized the curriculum of forensic medicine education at that School.
Keywords: History of the education Forensic Medicine; Student guides; Curriculum.
Soranus was born at Ephesus, lived during the reigns of Trajan and Hadrian (AD 98-138). According... more Soranus was born at Ephesus, lived during the reigns of Trajan and Hadrian (AD 98-138). According to the Suda, he practised in Alexandria and subsequently in Rome. He was the chief representative of the school of physicians known as "Methodists." His treatise Gynecology is extant. Soranus' famous work Gynecology is said to have been written for the physicians, midwives, and laymen. Since only affluent families were able to hire midwives, it is possible that Soranus' guide to childbirth could be used by anyone to give basic care for the mother and newborn. Also his book describes contraceptive methods, obstetric techniques that were thought to be new in the 15th century.
Early Byzantine Period includes between A.D. 330 when Constantinople was established and A.D. 518... more Early Byzantine Period includes between A.D. 330 when Constantinople was established and A.D. 518 when Justinus I became emperor. In this time period, a lot of philanthropic foundations such as hospitals, hospices, orphanages, rest homes and soup
kitchens are established. Many of patriarchs and religious men opened them. In some
of them, it refers to there was patients’ care. The oldest hospital in Constantinople was
established by Hasios Marcianos, and was next to Saint Irene Church. In addition to this
Empress Flacilla wife of Theodosius the Great made hospitals restored and visited
patients regularly.
Hospitals were not limited in the center of Empire. Hospitals and other philanthropic
foundations were established in Antiochia, Alexandria, Nikea, Adrianopolis, Castoria and
Jerusalem.
The concept of the modern hospital (the actual care, ‘hospitality’ and treatment of visitors) for the civilian masses in Europe didn’t come to fruition until post Constantine and
the rise of Christianity. While these early Christian hospitals were grossly over their
heads regarding medical capability (they essentially served as last stops for the dying or
quarantine centers), the concept of providing care to the public was the actual intent. In
this regard, the first civilian hospitals were developed.
3rd National Congress of Medical Ethics (With International Participation) Congress Proceedings Book, Vol. 2, 2003
The Theodosian Code is a compilation of the laws, or decrees from 313 to 438. The Novels, or New ... more The Theodosian Code is a compilation of the laws, or decrees from 313 to 438. The Novels, or New Constitutions contain a few laws decreed in the Eastern Empire and the bulk of legislation of the Western Empire From 438 until 468. With decrees of Theodosius II, the collecting of laws was started on March 26, 429, and its consequence was promulgated on February 15, 438. This code includes whole laws which regulate all of the actions in Roman Empire. Therefore in this collection there are many laws about physicians. In these laws many subjects, such as exemptions and special grants of physicians, behaviours of other people to physicians and promotions of chief physicians, were held on. In addition to this the taxes and compulsory duties which the physicians exempted from were dealt with one by one. In the period of this code almost every emperor legislated some laws about physicians. This code includes very important information about history of medicine and medical deontology.
Key Words: Roman Medicine, Theodosian Codex, Medical Laws
3rd National Congress of Medical Ethics (With International Participation) Congress Proceedings Book, Vol. 2, 2003
Since humans and animals began to live together, humans have used animals for their benefits and ... more Since humans and animals began to live together, humans have used animals for their benefits and utilized animals in order to tolerate physical inefficiency against nature. Until nineteenth centuary when animals have been using for their physical power, technology developing with industrial revolution decreased usage of animals in that way. But medical and biological progress have increased usage of them in these fields. Animals using in experiments have contributed a lot to every stage of medical and biological progress. Risks of unconscious usage of animals like any other experiment material should be prevented. In addition to this if animal will suffer during experiment it should be minimized. Transgenic animal production/usage for special purposes causes other ethical problems. Production purposes of transgenic animals are often questioned. Common concept in this subject, genetic construction of animals can be modified without an attack on the animals’ essential nature.
Key Words: Transgenic animal, transgenesis, intrinsic value.
De materia medica was the greatest pharmaceutical guide of antiquity. This great work was archiev... more De materia medica was the greatest pharmaceutical guide of antiquity. This great work was archieved by Pedanius Dioscorides who was Greek army surgeon in the service of Nero (54-68 A. D.). Pedanius Dioscorides was originator of the materia medica and utilized his opportunities of travel in the study of plants. With this work, Dioscorides contiuned to be regarded as a major authority on simple drugs for sixteen centuries. In De materia medica, Dioscorides discussed more than 600 plants, 35 animal products, and 90 minerals. About 149 of these were already known to Hippocrates, and no less than 90 are still in use today. De materia medica set the pattern of later times. Dioscorides described the habitat of drugs; gave a botanical description; explained its properties; described its medicinal usage and side effects; gave quantities and dosages; described methods of adulteration; gave the veterinary, magical, and nonmedical usages; and indicated where the plant could be found. De materia medica consists of five books. The first book dealt with aromatic plants, oils, ointments, trees, and shrubs; the second with animals, animal parts, milk, and dairy products, cereals, and sharp herbs; the third with roots, juices, herbs, and seeds; the fourth with herbs and roots not previously mentioned; and the fifth with wines and minerals. These are sometimes accompanied by a sixth book which deals with poisons, and on rare occasions by a seventh and eighth book dealing with animal bites and venomous animals.
The work of Dioscorides served as the corner stone for western and also eastern pharmaceutical and herbal writing for the next 1500 years and was early translated into Syriac, Arabic, and Persian as well as Latin exerting a profound influence on the development of medicine in the Near East as well as in Europe. It was through the pionnering efforts of Araps that The Greek Herbal of Pedanios Dioscorides was transmitted to mediaeval Europe. The special characteristics of Arabist therapy was the wide employment of drugs of all kinds. For this reason De materia medica of Dioscorides was studied closely. It was translated directly into Arabic without resort to a Syriac intermediate in 9th century A.D. by a Nestorian, Istafan bin Basil, also known as Stephanos ibn Basilos. Another Nestorian, and one of the greatest translators of that time, Hunayn bin Ishaq, improved upon this translation, and wrote a redaction. But there was a big problem on the translation of De materia medica. Because translators could not find Arabic and Syriac synononyms of drugs which Dioscorides was referred. Istafan bin Basil did not translate the drug names completely. He transcribed many of the Greek drug names in Arabic alphabeth. This work was very difficult in that time because botanic nomenclature in Arabic language was not enough to translate whole drugs in De materia medica of Dioscorides. For this reason translators had to form an Arabic botanical nomenclature. It could be mentioned that De materia medica of Dioscorides caused to constitute an Arabic botanical nomenclature. Even during the Mediaeval Age, Dioscorides was remembered largely though aphorisms and the magical properties of drugs. Improved versions of this monumental work were made available from time to time, especially in the Western Caliphate. Many of the Islamic writers on medicine was interested in simple drugs and their properties. So De materia medica of Dioscorides was great source for their pharmaceutical works. For example Sabur bin Sahl, Ibn Sina, al-Razi, Ibn Juljul, Ali bin Ridvan, al-Ghafiqi, Abdullatif el-Baghdadi, Ibn Baitar, al-Biruni, Davud al-Antaki, and Ismail Jurjani used De materia medica of Dioscorides as a pharmaceutical source and they mentioned Dioscorides in their books. Some of the writers among them wrote a treatise to explain the drug names in De materia medica of Dioscorides.
At the end it is certain that De materia medica of Dioscorides was great monumental work. It was used by many doctors and medical writers in Eastern and Western culture. De materia medica is one of the earliest pharmaceutical work dealing with medicinal plants, animal parts and products, and minerals, and it was accepted as an almost infallible authority as late as the Renaissance period.
The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press... more The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011 to encourage people and institutions to work together on developing bioethics education in their countries. To that aim, Consortium initiated country-based working groups including Turkey (2013) by setting up working groups to share information and develop mutual projects with each other. Turkey Working Group specified its aims and strategies to raise awareness in ethics education and moral decision making and share ideas on professionalism curricula in order to further model how bioethics is taught in universities, hospitals, and for the general public by a series of workshops. The Turkey Working Group realized its third workshop on the theme “How can ethics be taught in health sciences?" to discuss developing an approach towards the current challenges of methodology of ethics education in the context of healthcare professionals’ moral development. By answering this question, the Workshop aimed to emancipate educators, professionals from clichés by encouraging them to seek ways for innovative educational methods, by giving emphasis on the importance of collaboration and interaction. We think the systematical review of the themes referred by the Group in this workshop, would be a useful initial structural ground for further discussions and implementations. The learning environment of medical education has both negative and positive influences on students’ acquisition of ethics-related skills, as well as professional skills, knowledge and attitudes. Considering the recent trend in medical education towards more student-centered and professional values-oriented curricula, one should expect that today graduates are more humanistic and virtuous. On the other hand, students are generally idealistic and compassionate when they start the journey to become doctors. However, despite students’ good intentions and medical schools’ struggle for improving teaching of ethics, related skills and attitudes, cynicism emerges eventually in most of the students while they are becoming healthcare professionals. The Cambridge Bioethics Education Turkey Group proposes that a student-centered and professional values-oriented curriculum can help to raise more humanistic and virtuous students. Despite the barriers in the current structure of modern medicine and medical education, there are effective student-centered teaching methods and various strategies to overcome negative influences of the hidden curricula, which in the end help us produce better equipped healthcare professionals in terms ethical competency, moral awareness and reflective skills.
Key Words: Medical Education, Ethics, Professional Values, Professionalism, Team Working, Collective Action
Cambridge Bioethics Education Turkey Working Group, III. Workshop Report
“How can ethics be taug... more Cambridge Bioethics Education Turkey Working Group, III. Workshop Report
“How can ethics be taught in Health Sciences?”, Ankara, 23 May 2014
CAMBRIDGE BIOETHICS EDUCATION TURKEY WORKING GROUP,
III. WORKSHOP REPORT
“How can ethics be taught in Health Sciences?”
Ankara, 23 May 2014
Workshop Group I Report
By answering the question above, while creating new ones in search of answers to them, this Workshop aims to emancipate ourselves from clichées and stereotyped thoughts and applications; it intends to emphasize the importance of collaboration and interaction.
Discussing the feasibility of teaching bioethics, noticing the positive and negative effects of learning environment over ethical values and ethical decision-making will help to be aware, to understand, to solve the problems in this process. During medical education, the dynamics at macro level are to determine particularly the development of ethical attitudes and behaviors of the medical students, young physicians and healthcare professionals in general. This determining factor in question can have either positive or negative effects. As a result of this interaction, the student develops attitudes and behaviors different from the point he has started in the beginning of medical education process.
The Cambridge Consortium of Bioethics Education
The Cambridge Consortium of Bioethics Education ... more The Cambridge Consortium of Bioethics Education
The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011. The Platform mainly aimed at developing bioethics education through annual meetings with other bioethics educators around the world to share experiences and ideas on developing curricula . The Consortium initiated country-based Working Groups in June 2013, specifically in Hungary, New Zealand, Pan-Arab (Lebanon), Romania, Russia, Serbia, Spain, The Netherlands, and Turkey .
The purpose of the Working Groups is to encourage people and institutions to work together on developing bioethics education in their countries by setting up focus groups that invite others to share information and develop mutual projects; to further how bioethics is taught in universities, hospitals, and to the general public.
Turkey Working Group
Upon the invitation of the Cambridge Consortium, the Turkey Working Group was established in 2013. Focus Group Members in Turkey are composed of Murat Aksu, Fatih Artvinli, Nadi Bakirci, Tuna Cakar, Muhtar Cokar, Figen Demir, Volkan Kavas, Gulsum Onal, Isil Pakis, Melike Sahiner, Pinar Topsever, Inci User, Yesim Isil Ulman (chair), Kevser Vatansever, Vedat Yildirim. The Group is based in the History of Medicine and Ethics Department at Acibadem University School of Medicine in Istanbul. The Group dynamic is based on the volunteering zeal and dedication of the professionals forming this collective.
Cambridge Consortium of Bioethics Education established the “Turkey Working Group” in Paris on Ju... more Cambridge Consortium of Bioethics Education established the “Turkey Working Group” in Paris on June 21st, 2013. The Centre of this Group is Acibadem University School of Medicine, the Department of Medical History and Ethics, chaired by YIUlman. The Group functions as a collective of scholars, academics, experts who collaborate interdisciplinarily in bioethics education.
The Group began to act by organizing workshops to assign its aims and strategies. The aims of the Group are to raise awareness in ethics education and moral decision making in the academy and at clinical setting; to work multiprofessionally in coordination with other healthcare professionals; to enhance advocacy of ethics teaching at university; to follow humanities perspective; to share ideas on curriculum development; to compare and learn mutually from the experiences; to choose topics for discussion on the issues of bioethics and societal issues; to structure multi-based research among countries. It is opening a specific website to facilitate the cooperation and sharing of information.
The Group specified its third workshop on the methodology of teaching bioethics at medical schools. This workshop will take place at Ankara University School of Medicine on May 23rd, 2014, hosted by the Department of Medical History and Ethics. This oral presentation will give information about the functions of the Group in detail.
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Since the earliest times in history, many works have been brought to the body on poisons, poisonings and antidotes which have attracted to mankind. Theriac is one of the most popular antidotes. According to Galen, Andromachus changed the recipe of mithridaticum and developed another compound antidote called galene. In time the name galene was changed to theriac. The theriac remedy used to use as an antidote against all kinds of venoms. It was believed that theriac both protected and cured from the venom of all poisonous animals such as snakes, spiders, scorpions, rats or mad dogs. The theriac was not only an antidote in an original sense but it was used in a very extensive way. The theriac was carried over Turc-Islamic populations and used extensively. Also it was pronounced as tiryâq or diryaq among them. Different theriac recipes encounter in Turc-Islamic medicine. In this study, only grand theriac formulations are put emphasis on. These theriac compositions are called grand theriac (tiryâq al-fârûq), because they have ingredients much more than the others. In this work, it tried to compare the different compositions of grand theriac, which were used by Avicenna and two Ottoman medical manuscripts called Yâdigâr and Mucerreb-nâme.
ÖZ:
Zehirler ve zehirlenmeler tarihin en eski zamanlarından beri insanlığın dikkatini çekmiş, zehirler ve panzehirler üzerine pek çok eser vücuda getirilmiştir. Theriac ise bu panzehirler içinde en ünlülerinden biridir. Galen, mithridaticum yapımında kullanılan maddelere İmparator Neron'un özel hekimi olan Andromachus (M.S. I. yy.)'un bazı maddeleri çıkarıp ve bazı maddeler ekleyerek galene adını verdiği başka bir karışım imâl ettiğini belirtmiştir. Galene ifadesi yerine sonraları theriac ifadesinin kullanılmaya başlanmıştır. Theriac pekçok hayvanın zehrine karşı kullanılmıştır. Hatta yılan, örümcek, akrep, sıçan ve kuduz köpek ısırıkları için hem koruyucu hem de tedavi edici olduğuna inanılıyordu. Theriac sadece panzehir olarak değil bir çok hastalığa karşı da yaygın bir şekilde kullanılıyordu. Andromachus tarafından geliştirilen bu theriac (tiryâk) bileşiminin İslâm kültürüne de geçtiğini görüyoruz. Theriac, Türk-İslam tıbbında da tiryak olarak telaffuz edilip panzehir anlamı yüklenerek kullanılagelmiştir. Zaman içerisinde farklı tiryâk formülasyonlarının oluşturulduğu ve farklı amaçlarla kullanıldığı görülmektedir. Bu formüllerden biri de Batı'da grand tiryâk olarak da isimlendirilen tiryâk-ı fârûkdur. Bu araştırmada İbn Sînâ ve iki farklı Osmanlı hekimi olan İbn Şerîf ve Şerefeddîn Sabuncuoğlu'nun verdiği tiryâk-ı fârûk formülleri karşılaştırılmıştır.
YÖNTEM ve GEREÇLER: Çalışmada Joffie ve ark.’nın çalışmasında yapılan anket Türkçeye çevrilip kullanılmıştır. Yapılan öndeğerlendirmeye göre Tıp Fakültesi 2. sınıf öğrencilerinden 29, Hukuk Fakültesi 2. sınıf öğrencilerinden 59 kişi olmak üzere toplam 88 katılımcıya anket uygulanmıştır. Katılımcılara bilgilendirme yapıldıktan sonra, hayvan deneyleri ile ilgili önce bir argüman (A) sunulup bu argümana katılıp katılmadıkları ve her argümanı takiben karşı argümanların (KA) argümanı daha az inandırıcı hale getirip getirmediği sorgulanmıştır. Aynı zamanda karşı argümanlar ile ikna olanların yüzdeleri karşılaştırılmıştır.
BULGULAR: Katılımcıların 29’u (%33,00) erkek, 59’u (%67,00) kadındır.
Bölümlerin ikna olma yüzdelerine bakıldığında ise KA1.1 ve KA2.3 ile ikna olma oranının her iki grupta da düşük olduğu görülmektedir. KA1.1, KA1.2, KA2.2, KA3.1, KA3.2 ile ikna olan Tıp öğrencilerinin oranı Hukuk öğrencilerinden fazladır.
A5, A6 ve A7’ye Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre düşüktür.
KA5 ve KA6 ile ikna olma yüzdelerinin her iki bölüm için de düşük olduğu görülmektedir. Tıp öğrencilerinin KA5 ve KA7 ile ikna olma oranı Hukuk öğrencilerinden düşüktür, KA6’da ise yüksektir.
A8, A11 ve A12’de Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre yüksek olup, A9 ve A10’da ise düşüktür.
Ancak tüm bu oranlar arasındaki farklar istatistik olarak anlamlı değildir.
TARTIŞMA ve SONUÇ: Anket, 29’u Başkent Üniversitesi Tıp Fakültesi ve 59’u Hukuk Fakültesi öğrencisi toplam 88 öğrenciye uygulanmıştır. Joffie ve ark.’nın çalışmasında ise anket sorularını 1220 tıp dışı, 194 tıp öğrencisi ve 19 bilim insanı yanıtlamıştır (toplam 1433).
Joffie ve ark. araştırmalarında tıp dışı katılımcılar ile tıp öğrencileri arasındaki yüzde farklarına ilişkin bir “p değeri” vermediklerinden bu farkların istatistik olarak anlamlı olup olmadıklarına dair elimizde bir bilgi mevcut değildir. Bu nedenle karşılaştırma ancak bizim çalışmamızda elde edilen yüzdeler arasında yapılabilir.
Örneğin, KA1.1 ile bizim çalışmamızda Hukuk öğrencilerinin ikna olma oranı %14,30 iken, Joffie ve ark’nın çalışmasında tıp dışı katılımcılarda ikna olma oranını %92’dir. KA2.1, KA2.3, KA4, KA5, KA7, KA9.2, KA9.4 ve KA11.1 ile Hukuk öğrencilerinin ikna olma oranlarının Tıp öğrencilerinden yüksek olduğu görülmektedir. Ancak oranlar arasındaki bu farklar istatistiksel olarak anlamlı olmadığından hipotezimiz doğrulanamamıştır. Araştırmanın daha büyük bir örneklem genişliği ve daha heterojen bir katılımcı grubuna uygulanması ile sonucun değişip değişmeyeceğinin sorgulanması önerilmektedir.
Dr. Vasfi was born in 1884 in Istanbul. He had begun his medical education in 1899 in Ottoman Civilian Medical School, an graduated ranking first in class. In 1908 he won the exam and went to the Institute of Forensic Medicine at the Paris Medical School. After completing his expertise with Prof. Thoinot, he returned to Istanbul in 1911. In 1912, he was appointed to the assistant professor of forensic medicine by passing exam. Subsequently, he served as asistant director and director of Forensic Medicine Institute. In 1919, he was chosen as a forensic medicine professor instead of Dr. Bahaettin Şakir by professors’ board of medical school. Dr. Vasfi served as dean of medical school from 1923 to his dead in 1924.
Key Words: History of Medicine, 19th century, Modernization, Medical Education, Ottoman Empire
accepted as the foremost pharmaceutical source of antiquity. Dioscorides was the originator of materia medica (pharmacology), and he took advantage of his extensive travels to study plants. Dioscorides was considered a major authority on simple drugs for sixteen centuries. De Materia Medica served as a corner stone for both western and eastern pharmaceutical and herbal writing, and was translated into Syriac, Arabic, and Persian, as well as Latin. The particular characteristic of medical therapy in the Medieval Period was the extensive employment of drugs of all kinds. For this reason, Dioscorides’ De Materia Medica was not only studied closely, but it also became a text book that Turk-Islamic scientists frequently referred to in their writings.
Keywords: History of the education Forensic Medicine; Student guides; Curriculum.
kitchens are established. Many of patriarchs and religious men opened them. In some
of them, it refers to there was patients’ care. The oldest hospital in Constantinople was
established by Hasios Marcianos, and was next to Saint Irene Church. In addition to this
Empress Flacilla wife of Theodosius the Great made hospitals restored and visited
patients regularly.
Hospitals were not limited in the center of Empire. Hospitals and other philanthropic
foundations were established in Antiochia, Alexandria, Nikea, Adrianopolis, Castoria and
Jerusalem.
The concept of the modern hospital (the actual care, ‘hospitality’ and treatment of visitors) for the civilian masses in Europe didn’t come to fruition until post Constantine and
the rise of Christianity. While these early Christian hospitals were grossly over their
heads regarding medical capability (they essentially served as last stops for the dying or
quarantine centers), the concept of providing care to the public was the actual intent. In
this regard, the first civilian hospitals were developed.
Key Words: Byzantine, hospital, hospice, leprosaria, orphanage
Key Words: Roman Medicine, Theodosian Codex, Medical Laws
Key Words: Transgenic animal, transgenesis, intrinsic value.
The work of Dioscorides served as the corner stone for western and also eastern pharmaceutical and herbal writing for the next 1500 years and was early translated into Syriac, Arabic, and Persian as well as Latin exerting a profound influence on the development of medicine in the Near East as well as in Europe. It was through the pionnering efforts of Araps that The Greek Herbal of Pedanios Dioscorides was transmitted to mediaeval Europe. The special characteristics of Arabist therapy was the wide employment of drugs of all kinds. For this reason De materia medica of Dioscorides was studied closely. It was translated directly into Arabic without resort to a Syriac intermediate in 9th century A.D. by a Nestorian, Istafan bin Basil, also known as Stephanos ibn Basilos. Another Nestorian, and one of the greatest translators of that time, Hunayn bin Ishaq, improved upon this translation, and wrote a redaction. But there was a big problem on the translation of De materia medica. Because translators could not find Arabic and Syriac synononyms of drugs which Dioscorides was referred. Istafan bin Basil did not translate the drug names completely. He transcribed many of the Greek drug names in Arabic alphabeth. This work was very difficult in that time because botanic nomenclature in Arabic language was not enough to translate whole drugs in De materia medica of Dioscorides. For this reason translators had to form an Arabic botanical nomenclature. It could be mentioned that De materia medica of Dioscorides caused to constitute an Arabic botanical nomenclature. Even during the Mediaeval Age, Dioscorides was remembered largely though aphorisms and the magical properties of drugs. Improved versions of this monumental work were made available from time to time, especially in the Western Caliphate. Many of the Islamic writers on medicine was interested in simple drugs and their properties. So De materia medica of Dioscorides was great source for their pharmaceutical works. For example Sabur bin Sahl, Ibn Sina, al-Razi, Ibn Juljul, Ali bin Ridvan, al-Ghafiqi, Abdullatif el-Baghdadi, Ibn Baitar, al-Biruni, Davud al-Antaki, and Ismail Jurjani used De materia medica of Dioscorides as a pharmaceutical source and they mentioned Dioscorides in their books. Some of the writers among them wrote a treatise to explain the drug names in De materia medica of Dioscorides.
At the end it is certain that De materia medica of Dioscorides was great monumental work. It was used by many doctors and medical writers in Eastern and Western culture. De materia medica is one of the earliest pharmaceutical work dealing with medicinal plants, animal parts and products, and minerals, and it was accepted as an almost infallible authority as late as the Renaissance period.
The Turkey Working Group realized its third workshop on the theme “How can ethics be taught in health sciences?" to discuss developing an approach towards the current challenges of methodology of ethics education in the context of healthcare professionals’ moral development. By answering this question, the Workshop aimed to emancipate educators, professionals from clichés by encouraging them to seek ways for innovative educational methods, by giving emphasis on the importance of collaboration and interaction. We think the systematical review of the themes referred by the Group in this workshop, would be a useful initial structural ground for further discussions and implementations.
The learning environment of medical education has both negative and positive influences on students’ acquisition of ethics-related skills, as well as professional skills, knowledge and attitudes. Considering the recent trend in medical education towards more student-centered and professional values-oriented curricula, one should expect that today graduates are more humanistic and virtuous. On the other hand, students are generally idealistic and compassionate when they start the journey to become doctors. However, despite students’ good intentions and medical schools’ struggle for improving teaching of ethics, related skills and attitudes, cynicism emerges eventually in most of the students while they are becoming healthcare professionals. The Cambridge Bioethics Education Turkey Group proposes that a student-centered and professional values-oriented curriculum can help to raise more humanistic and virtuous students. Despite the barriers in the current structure of modern medicine and medical education, there are effective student-centered teaching methods and various strategies to overcome negative influences of the hidden curricula, which in the end help us produce better equipped healthcare professionals in terms ethical competency, moral awareness and reflective skills.
Key Words: Medical Education, Ethics, Professional Values, Professionalism, Team Working, Collective Action
“How can ethics be taught in Health Sciences?”, Ankara, 23 May 2014
CAMBRIDGE BIOETHICS EDUCATION TURKEY WORKING GROUP,
III. WORKSHOP REPORT
“How can ethics be taught in Health Sciences?”
Ankara, 23 May 2014
Workshop Group I Report
By answering the question above, while creating new ones in search of answers to them, this Workshop aims to emancipate ourselves from clichées and stereotyped thoughts and applications; it intends to emphasize the importance of collaboration and interaction.
Discussing the feasibility of teaching bioethics, noticing the positive and negative effects of learning environment over ethical values and ethical decision-making will help to be aware, to understand, to solve the problems in this process. During medical education, the dynamics at macro level are to determine particularly the development of ethical attitudes and behaviors of the medical students, young physicians and healthcare professionals in general. This determining factor in question can have either positive or negative effects. As a result of this interaction, the student develops attitudes and behaviors different from the point he has started in the beginning of medical education process.
The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011. The Platform mainly aimed at developing bioethics education through annual meetings with other bioethics educators around the world to share experiences and ideas on developing curricula . The Consortium initiated country-based Working Groups in June 2013, specifically in Hungary, New Zealand, Pan-Arab (Lebanon), Romania, Russia, Serbia, Spain, The Netherlands, and Turkey .
The purpose of the Working Groups is to encourage people and institutions to work together on developing bioethics education in their countries by setting up focus groups that invite others to share information and develop mutual projects; to further how bioethics is taught in universities, hospitals, and to the general public.
Turkey Working Group
Upon the invitation of the Cambridge Consortium, the Turkey Working Group was established in 2013. Focus Group Members in Turkey are composed of Murat Aksu, Fatih Artvinli, Nadi Bakirci, Tuna Cakar, Muhtar Cokar, Figen Demir, Volkan Kavas, Gulsum Onal, Isil Pakis, Melike Sahiner, Pinar Topsever, Inci User, Yesim Isil Ulman (chair), Kevser Vatansever, Vedat Yildirim. The Group is based in the History of Medicine and Ethics Department at Acibadem University School of Medicine in Istanbul. The Group dynamic is based on the volunteering zeal and dedication of the professionals forming this collective.
Since the earliest times in history, many works have been brought to the body on poisons, poisonings and antidotes which have attracted to mankind. Theriac is one of the most popular antidotes. According to Galen, Andromachus changed the recipe of mithridaticum and developed another compound antidote called galene. In time the name galene was changed to theriac. The theriac remedy used to use as an antidote against all kinds of venoms. It was believed that theriac both protected and cured from the venom of all poisonous animals such as snakes, spiders, scorpions, rats or mad dogs. The theriac was not only an antidote in an original sense but it was used in a very extensive way. The theriac was carried over Turc-Islamic populations and used extensively. Also it was pronounced as tiryâq or diryaq among them. Different theriac recipes encounter in Turc-Islamic medicine. In this study, only grand theriac formulations are put emphasis on. These theriac compositions are called grand theriac (tiryâq al-fârûq), because they have ingredients much more than the others. In this work, it tried to compare the different compositions of grand theriac, which were used by Avicenna and two Ottoman medical manuscripts called Yâdigâr and Mucerreb-nâme.
ÖZ:
Zehirler ve zehirlenmeler tarihin en eski zamanlarından beri insanlığın dikkatini çekmiş, zehirler ve panzehirler üzerine pek çok eser vücuda getirilmiştir. Theriac ise bu panzehirler içinde en ünlülerinden biridir. Galen, mithridaticum yapımında kullanılan maddelere İmparator Neron'un özel hekimi olan Andromachus (M.S. I. yy.)'un bazı maddeleri çıkarıp ve bazı maddeler ekleyerek galene adını verdiği başka bir karışım imâl ettiğini belirtmiştir. Galene ifadesi yerine sonraları theriac ifadesinin kullanılmaya başlanmıştır. Theriac pekçok hayvanın zehrine karşı kullanılmıştır. Hatta yılan, örümcek, akrep, sıçan ve kuduz köpek ısırıkları için hem koruyucu hem de tedavi edici olduğuna inanılıyordu. Theriac sadece panzehir olarak değil bir çok hastalığa karşı da yaygın bir şekilde kullanılıyordu. Andromachus tarafından geliştirilen bu theriac (tiryâk) bileşiminin İslâm kültürüne de geçtiğini görüyoruz. Theriac, Türk-İslam tıbbında da tiryak olarak telaffuz edilip panzehir anlamı yüklenerek kullanılagelmiştir. Zaman içerisinde farklı tiryâk formülasyonlarının oluşturulduğu ve farklı amaçlarla kullanıldığı görülmektedir. Bu formüllerden biri de Batı'da grand tiryâk olarak da isimlendirilen tiryâk-ı fârûkdur. Bu araştırmada İbn Sînâ ve iki farklı Osmanlı hekimi olan İbn Şerîf ve Şerefeddîn Sabuncuoğlu'nun verdiği tiryâk-ı fârûk formülleri karşılaştırılmıştır.
YÖNTEM ve GEREÇLER: Çalışmada Joffie ve ark.’nın çalışmasında yapılan anket Türkçeye çevrilip kullanılmıştır. Yapılan öndeğerlendirmeye göre Tıp Fakültesi 2. sınıf öğrencilerinden 29, Hukuk Fakültesi 2. sınıf öğrencilerinden 59 kişi olmak üzere toplam 88 katılımcıya anket uygulanmıştır. Katılımcılara bilgilendirme yapıldıktan sonra, hayvan deneyleri ile ilgili önce bir argüman (A) sunulup bu argümana katılıp katılmadıkları ve her argümanı takiben karşı argümanların (KA) argümanı daha az inandırıcı hale getirip getirmediği sorgulanmıştır. Aynı zamanda karşı argümanlar ile ikna olanların yüzdeleri karşılaştırılmıştır.
BULGULAR: Katılımcıların 29’u (%33,00) erkek, 59’u (%67,00) kadındır.
Bölümlerin ikna olma yüzdelerine bakıldığında ise KA1.1 ve KA2.3 ile ikna olma oranının her iki grupta da düşük olduğu görülmektedir. KA1.1, KA1.2, KA2.2, KA3.1, KA3.2 ile ikna olan Tıp öğrencilerinin oranı Hukuk öğrencilerinden fazladır.
A5, A6 ve A7’ye Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre düşüktür.
KA5 ve KA6 ile ikna olma yüzdelerinin her iki bölüm için de düşük olduğu görülmektedir. Tıp öğrencilerinin KA5 ve KA7 ile ikna olma oranı Hukuk öğrencilerinden düşüktür, KA6’da ise yüksektir.
A8, A11 ve A12’de Tıp öğrencilerinin “Evet” yanıtı verme oranı Hukuk öğrencilerine göre yüksek olup, A9 ve A10’da ise düşüktür.
Ancak tüm bu oranlar arasındaki farklar istatistik olarak anlamlı değildir.
TARTIŞMA ve SONUÇ: Anket, 29’u Başkent Üniversitesi Tıp Fakültesi ve 59’u Hukuk Fakültesi öğrencisi toplam 88 öğrenciye uygulanmıştır. Joffie ve ark.’nın çalışmasında ise anket sorularını 1220 tıp dışı, 194 tıp öğrencisi ve 19 bilim insanı yanıtlamıştır (toplam 1433).
Joffie ve ark. araştırmalarında tıp dışı katılımcılar ile tıp öğrencileri arasındaki yüzde farklarına ilişkin bir “p değeri” vermediklerinden bu farkların istatistik olarak anlamlı olup olmadıklarına dair elimizde bir bilgi mevcut değildir. Bu nedenle karşılaştırma ancak bizim çalışmamızda elde edilen yüzdeler arasında yapılabilir.
Örneğin, KA1.1 ile bizim çalışmamızda Hukuk öğrencilerinin ikna olma oranı %14,30 iken, Joffie ve ark’nın çalışmasında tıp dışı katılımcılarda ikna olma oranını %92’dir. KA2.1, KA2.3, KA4, KA5, KA7, KA9.2, KA9.4 ve KA11.1 ile Hukuk öğrencilerinin ikna olma oranlarının Tıp öğrencilerinden yüksek olduğu görülmektedir. Ancak oranlar arasındaki bu farklar istatistiksel olarak anlamlı olmadığından hipotezimiz doğrulanamamıştır. Araştırmanın daha büyük bir örneklem genişliği ve daha heterojen bir katılımcı grubuna uygulanması ile sonucun değişip değişmeyeceğinin sorgulanması önerilmektedir.
Dr. Vasfi was born in 1884 in Istanbul. He had begun his medical education in 1899 in Ottoman Civilian Medical School, an graduated ranking first in class. In 1908 he won the exam and went to the Institute of Forensic Medicine at the Paris Medical School. After completing his expertise with Prof. Thoinot, he returned to Istanbul in 1911. In 1912, he was appointed to the assistant professor of forensic medicine by passing exam. Subsequently, he served as asistant director and director of Forensic Medicine Institute. In 1919, he was chosen as a forensic medicine professor instead of Dr. Bahaettin Şakir by professors’ board of medical school. Dr. Vasfi served as dean of medical school from 1923 to his dead in 1924.
Key Words: History of Medicine, 19th century, Modernization, Medical Education, Ottoman Empire
accepted as the foremost pharmaceutical source of antiquity. Dioscorides was the originator of materia medica (pharmacology), and he took advantage of his extensive travels to study plants. Dioscorides was considered a major authority on simple drugs for sixteen centuries. De Materia Medica served as a corner stone for both western and eastern pharmaceutical and herbal writing, and was translated into Syriac, Arabic, and Persian, as well as Latin. The particular characteristic of medical therapy in the Medieval Period was the extensive employment of drugs of all kinds. For this reason, Dioscorides’ De Materia Medica was not only studied closely, but it also became a text book that Turk-Islamic scientists frequently referred to in their writings.
Keywords: History of the education Forensic Medicine; Student guides; Curriculum.
kitchens are established. Many of patriarchs and religious men opened them. In some
of them, it refers to there was patients’ care. The oldest hospital in Constantinople was
established by Hasios Marcianos, and was next to Saint Irene Church. In addition to this
Empress Flacilla wife of Theodosius the Great made hospitals restored and visited
patients regularly.
Hospitals were not limited in the center of Empire. Hospitals and other philanthropic
foundations were established in Antiochia, Alexandria, Nikea, Adrianopolis, Castoria and
Jerusalem.
The concept of the modern hospital (the actual care, ‘hospitality’ and treatment of visitors) for the civilian masses in Europe didn’t come to fruition until post Constantine and
the rise of Christianity. While these early Christian hospitals were grossly over their
heads regarding medical capability (they essentially served as last stops for the dying or
quarantine centers), the concept of providing care to the public was the actual intent. In
this regard, the first civilian hospitals were developed.
Key Words: Byzantine, hospital, hospice, leprosaria, orphanage
Key Words: Roman Medicine, Theodosian Codex, Medical Laws
Key Words: Transgenic animal, transgenesis, intrinsic value.
The work of Dioscorides served as the corner stone for western and also eastern pharmaceutical and herbal writing for the next 1500 years and was early translated into Syriac, Arabic, and Persian as well as Latin exerting a profound influence on the development of medicine in the Near East as well as in Europe. It was through the pionnering efforts of Araps that The Greek Herbal of Pedanios Dioscorides was transmitted to mediaeval Europe. The special characteristics of Arabist therapy was the wide employment of drugs of all kinds. For this reason De materia medica of Dioscorides was studied closely. It was translated directly into Arabic without resort to a Syriac intermediate in 9th century A.D. by a Nestorian, Istafan bin Basil, also known as Stephanos ibn Basilos. Another Nestorian, and one of the greatest translators of that time, Hunayn bin Ishaq, improved upon this translation, and wrote a redaction. But there was a big problem on the translation of De materia medica. Because translators could not find Arabic and Syriac synononyms of drugs which Dioscorides was referred. Istafan bin Basil did not translate the drug names completely. He transcribed many of the Greek drug names in Arabic alphabeth. This work was very difficult in that time because botanic nomenclature in Arabic language was not enough to translate whole drugs in De materia medica of Dioscorides. For this reason translators had to form an Arabic botanical nomenclature. It could be mentioned that De materia medica of Dioscorides caused to constitute an Arabic botanical nomenclature. Even during the Mediaeval Age, Dioscorides was remembered largely though aphorisms and the magical properties of drugs. Improved versions of this monumental work were made available from time to time, especially in the Western Caliphate. Many of the Islamic writers on medicine was interested in simple drugs and their properties. So De materia medica of Dioscorides was great source for their pharmaceutical works. For example Sabur bin Sahl, Ibn Sina, al-Razi, Ibn Juljul, Ali bin Ridvan, al-Ghafiqi, Abdullatif el-Baghdadi, Ibn Baitar, al-Biruni, Davud al-Antaki, and Ismail Jurjani used De materia medica of Dioscorides as a pharmaceutical source and they mentioned Dioscorides in their books. Some of the writers among them wrote a treatise to explain the drug names in De materia medica of Dioscorides.
At the end it is certain that De materia medica of Dioscorides was great monumental work. It was used by many doctors and medical writers in Eastern and Western culture. De materia medica is one of the earliest pharmaceutical work dealing with medicinal plants, animal parts and products, and minerals, and it was accepted as an almost infallible authority as late as the Renaissance period.
The Turkey Working Group realized its third workshop on the theme “How can ethics be taught in health sciences?" to discuss developing an approach towards the current challenges of methodology of ethics education in the context of healthcare professionals’ moral development. By answering this question, the Workshop aimed to emancipate educators, professionals from clichés by encouraging them to seek ways for innovative educational methods, by giving emphasis on the importance of collaboration and interaction. We think the systematical review of the themes referred by the Group in this workshop, would be a useful initial structural ground for further discussions and implementations.
The learning environment of medical education has both negative and positive influences on students’ acquisition of ethics-related skills, as well as professional skills, knowledge and attitudes. Considering the recent trend in medical education towards more student-centered and professional values-oriented curricula, one should expect that today graduates are more humanistic and virtuous. On the other hand, students are generally idealistic and compassionate when they start the journey to become doctors. However, despite students’ good intentions and medical schools’ struggle for improving teaching of ethics, related skills and attitudes, cynicism emerges eventually in most of the students while they are becoming healthcare professionals. The Cambridge Bioethics Education Turkey Group proposes that a student-centered and professional values-oriented curriculum can help to raise more humanistic and virtuous students. Despite the barriers in the current structure of modern medicine and medical education, there are effective student-centered teaching methods and various strategies to overcome negative influences of the hidden curricula, which in the end help us produce better equipped healthcare professionals in terms ethical competency, moral awareness and reflective skills.
Key Words: Medical Education, Ethics, Professional Values, Professionalism, Team Working, Collective Action
“How can ethics be taught in Health Sciences?”, Ankara, 23 May 2014
CAMBRIDGE BIOETHICS EDUCATION TURKEY WORKING GROUP,
III. WORKSHOP REPORT
“How can ethics be taught in Health Sciences?”
Ankara, 23 May 2014
Workshop Group I Report
By answering the question above, while creating new ones in search of answers to them, this Workshop aims to emancipate ourselves from clichées and stereotyped thoughts and applications; it intends to emphasize the importance of collaboration and interaction.
Discussing the feasibility of teaching bioethics, noticing the positive and negative effects of learning environment over ethical values and ethical decision-making will help to be aware, to understand, to solve the problems in this process. During medical education, the dynamics at macro level are to determine particularly the development of ethical attitudes and behaviors of the medical students, young physicians and healthcare professionals in general. This determining factor in question can have either positive or negative effects. As a result of this interaction, the student develops attitudes and behaviors different from the point he has started in the beginning of medical education process.
The Cambridge Consortium of Bioethics Education was established by the Cambridge University Press in 2011. The Platform mainly aimed at developing bioethics education through annual meetings with other bioethics educators around the world to share experiences and ideas on developing curricula . The Consortium initiated country-based Working Groups in June 2013, specifically in Hungary, New Zealand, Pan-Arab (Lebanon), Romania, Russia, Serbia, Spain, The Netherlands, and Turkey .
The purpose of the Working Groups is to encourage people and institutions to work together on developing bioethics education in their countries by setting up focus groups that invite others to share information and develop mutual projects; to further how bioethics is taught in universities, hospitals, and to the general public.
Turkey Working Group
Upon the invitation of the Cambridge Consortium, the Turkey Working Group was established in 2013. Focus Group Members in Turkey are composed of Murat Aksu, Fatih Artvinli, Nadi Bakirci, Tuna Cakar, Muhtar Cokar, Figen Demir, Volkan Kavas, Gulsum Onal, Isil Pakis, Melike Sahiner, Pinar Topsever, Inci User, Yesim Isil Ulman (chair), Kevser Vatansever, Vedat Yildirim. The Group is based in the History of Medicine and Ethics Department at Acibadem University School of Medicine in Istanbul. The Group dynamic is based on the volunteering zeal and dedication of the professionals forming this collective.
The Group began to act by organizing workshops to assign its aims and strategies. The aims of the Group are to raise awareness in ethics education and moral decision making in the academy and at clinical setting; to work multiprofessionally in coordination with other healthcare professionals; to enhance advocacy of ethics teaching at university; to follow humanities perspective; to share ideas on curriculum development; to compare and learn mutually from the experiences; to choose topics for discussion on the issues of bioethics and societal issues; to structure multi-based research among countries. It is opening a specific website to facilitate the cooperation and sharing of information.
The Group specified its third workshop on the methodology of teaching bioethics at medical schools. This workshop will take place at Ankara University School of Medicine on May 23rd, 2014, hosted by the Department of Medical History and Ethics. This oral presentation will give information about the functions of the Group in detail.