Perspectives and Attitudes of Emergency Medicine Educators Towards E-Assessment Technologies

Year 2023, , 72 - 80, 30.06.2023

Göksu Bozdereli Berikol , Bugra Ilhan , Cem Oktay

https://doi.org/10.54996/anatolianjem.1215010

Abstract

Aim: The widespread use of distance education due to the pandemic has accelerated distance assessment and evaluation technologies (E-assessment). While educators and trainees promptly adapt to distance learning platforms, several factors can affect the adoption of e-assessment models. This study aimed to identify these factors affecting the perspectives and attitudes on e-assessment technologies among emergency medicine educators.

Material and Methods: A survey on self-efficacy, self-confidence, and attitudes toward E-assessment technologies was conducted on ninety emergency medicine educators. In this questionnaire-based study, educators of emergency medicine residency training programs with different academic ranks who work in emergency departments involved in emergency medicine residency training were included. A pool of questions was created from the questionnaires with the concepts of “self-efficacy”, “self-confidence”, “attitude”, “educational need” and “computer-use self-efficacy”. The items were evaluated with a 7-point Likert scale. Correlation, validation, reliability and factor analysis were performed.

Results: There was a statistically significant difference among computer-use skills, especially regarding self-confidence (p=0.02) and self-efficacy (p=0.01). No significant difference was found in terms of attitude (p=0.877). Advanced computer skills had higher levels of self-confidence and self-efficacy for E-assessment. There was a significant difference in self-confidence (p=0.001) and self-efficacy (p=0.001) regarding increased E-assessment experience. Forty-four percent of the participants had ethical concerns, 30% were not concerned about this issue, and 25.6% were partially concerned about screen sharing.

Conclusion: Experience, computer-use skills and self-efficacy, and E-assessment education are the key factors that may be related to self-confidence and self-efficacy and may indirectly affect attitudes toward E-assessments in emergency medicine education. Since it is important to monitor and evaluate the training processes, the adaptation of the trainers to this technology is possible by increasing their computer skills and experience to ensure this continuity in conditions such as pandemics.

Keywords

Emergency medicine, e-assessment, e-learning, self-efficacy

Acil Tıp Eğitimcilerinin E-Değerlendirme Teknolojilerine Yönelik Bakış Açıları ve Tutumları

Abstract

Amaç: Pandemi nedeniyle uzaktan eğitimin yaygınlaşması, uzaktan ölçme ve değerlendirme teknolojilerini (E-assessment) hızlandırmıştır. Eğitimciler ve öğrenciler uzaktan eğitim platformlarına hızla uyum sağlarken, çeşitli faktörler e-değerlendirme modellerinin benimsenmesini etkileyebilir. Bu çalışma, acil tıp eğitimcilerinin e-değerlendirme teknolojilerine bakış açılarını ve tutumlarını etkileyen bu faktörleri belirlemeyi amaçlamıştır.

Gereç ve Yöntemler: Doksan acil tıp eğitimcisi üzerinde öz yeterlilik, özgüven ve E-değerlendirme teknolojilerine yönelik tutumlar üzerine bir anket yapıldı. Ankete dayalı bu çalışmada, acil tıp uzmanlık eğitimi alan acil servislerde görev yapan farklı akademik kademelerdeki acil tıp uzmanlık eğitimi programlarının eğitimcileri dâhil edildi. Anketlerden “öz-yeterlik”, “özgüven”, “tutum”, “eğitim ihtiyacı” ve “bilgisayar kullanım öz-yeterliği” kavramları ile bir soru havuzu oluşturuldu. Maddeler 7'li Likert ölçeği ile değerlendirildi. Korelasyon, doğrulama, güvenilirlik ve faktör analizi yapıldı.

Bulgular: Bilgisayar kullanma becerileri açısından, özellikle özgüven (p=0.02) ve öz yeterlilik (p=0.01) açısından istatistiksel olarak anlamlı bir fark vardı. Tutum açısından anlamlı bir fark bulunmadı (p=0,877). Gelişmiş bilgisayar becerileri, E-değerlendirme için daha yüksek düzeyde özgüvene ve öz yeterliliğe sahipti. Artan E-değerlendirme deneyimi ile ilgili olarak özgüven (p=0,001) ve öz yeterlilik (p=0,001) arasında anlamlı bir fark vardı. Katılımcıların %44’ü etik kaygılara sahipti, %30'u bu konuda endişeli değildi ve %25,6'sı ekran paylaşımı konusunda kısmen endişeliydi.

Sonuç: E-değerlendirme deneyimi, eğitimi ve bilgisayar kullanma becerileri, özgüven ve öz-yeterlik ile ilişkili olabilir ve acil tıp eğitiminde E-değerlendirmelere yönelik tutumları dolaylı olarak etkileyebilecek anahtar faktörlerdir. Eğitim süreçlerinin izlenmesi ve değerlendirilmesi önemli olduğu için eğiticilerin bu teknolojiye adaptasyonu, pandemi gibi koşullarda bu sürekliliğin sağlanması için bilgisayar becerilerinin ve deneyimlerinin arttırılmasıyla mümkündür.

Keywords

Acil tıp, e-değerlendirme, e-öğrenme, öz-yeterlik

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