COVID-19 Salgınında Diş Hekimliğinde Uzaktan Eğitimin Kantitatif ve Kalitatif Analizi

Abstract

Amaç: Bu çalışmanın amacı, COVID-19 pandemisi sebebiyle uygulanan uzaktan eğitimin lisans diş hekimliği eğitimine etkilerini kantitatif ve kalitatif yöntemlerle değerlendirmektir. Yöntem: Bu kesitsel çalışmaya 608 diş hekimliği öğrencisi (K/E: 405/203) dâhil edilmiştir. Veriler, kalitatif yöntem kullanımı ile odak grup görüşmeleri ve kantitatif yöntem kullanımı ile e-anket aracılığıyla elde edilmiştir. Her iki yöntemde de öğrencilere uzaktan eğitimin avantajları, dezavantajları ve uzaktan eğitimde bilişsel yük ile ilgili sorular sorulmuştur. Ayrıca, e-anket formunda diş hekimliği eğitimine teknolojinin entegre edilmesini değerlendirmek için “Derste Teknoloji Kullanımına Yönelik Eğilim Ölçeği (DTKEÖ)” kullanılmıştır. Ölçeğin Yapı Geçerliliği için Açıklayıcı Faktör Analizi yapılmıştır. Ölçeğin Kapsam Geçerliliği için, UE’nin çıktıları olan “Profesyonel ortamı içselleştirme” ve “Eleştirel düşünme” maddeleri kullanılmıştır. Bulgular: Faktör analizinde “Teknoloji Kullanımı” ile “Motivasyon ve Teknoloji” boyutları tanımlanmıştır. UE’de “Mesleki ortamı içselleştirme (4,214±0,630 vs 3,991±0,766)” ve “Eleştirel düşünme (4,026±0,683 vs 3,667±0,891)” açısından mesleki gelişimlerinin olumlu yönde etkilendiğini düşünen diş hekimliği öğrencilerinde ölçeğin her iki alt boyutuna ait puanların daha yüksek olduğu gözlenmiştir (p<0.05). “Uzaktan eğitim motivasyonu artırır”, “Uzaktan eğitim öğrenci-ders içeriği etkileşimini artırır” ve “Uzaktan eğitim öğrenci öğretim üyesi etkileşimini arttırır” maddelerine ilişkin en düşük puanların, birinci sınıf diş hekimliği öğrencilerinin yanıtlarında gözlenmiştir (p<0,05). Odak grup görüşmelerinde belirtilen başlıca sorunlar; ders içeriğini anlamada güçlükler, teorik bilginin klinik uygulama ile ilişkilendirilememesi, öğrenci ve öğretim üyesi etkileşiminin yetersizliğidir. Sonuç ve Öneriler: Gelecekteki olası global düzeydeki acil durumlar için uzaktan eğitimin avantajları ve sınırlılıklarının yanı sıra diş hekimliği öğrencilerinin ihtiyaçları da göz önünde bulundurulmalıdır. Bununla birlikte DTKEÖ, diş hekimliğinde uzaktan eğitimin değerlendirilmesinde kullanılabilecek geçerli ve güvenilir bir ölçektir.

Keywords

• : COVID-19 pandemisi
• Uzaktan Eğitim
• Lisans Dişhekimliği Eğitimi
• Kantitatif
• Kalitatif.

Quantitative and Qualitative Analysis of Distance Learning in Dental Education During COVID-19 Outbreak

Abstract

Aim: The aim of this study was to analyse the feedbacks that dental students provided about Distance Learning (DL) and to find clues regarding readiness for possible national or global emergencies during a potential COVID-19 outbreak by using both Quantitative and Qualitative Methods. Method: This cross-sectional study involved 608 dental students (F/M: 405/203). Data were collected by using online Focus-Group discussions as a Qualitative method and electronic-questionnaires (E-Questionnaire) as a Quantitative method. In both methods, students were asked to evaluate questions or statements focused on cognitive load and the advantages and disadvantages of DL. Moreover, in the E-Questionnaire, the integration of technology into the dental education was evaluated by Tendency Scale for Technology Use in Class (TSTUC). Factor analysis was carried out for construct validity of the TSTUC scale. Items regarding “Internalizing the professional environment” and “Critical thinking” were used for content validity of the TSTUC scale. Results: Two subtopics, namely “Technology Use” and “Motivation and Technology” were defined for TSTUC scale in the Factor Analysis. Elevated scores were observed in dental students’ responses, whose professional improvements regarding “Internalizing the professional environment” (4,214±0,630 vs 3,991±0,766)” and “Critical thinking” (4,026±0,683 vs 3,667±0,891)” were positively affected by DL (p<0.05). The lowest scores for items regarding “DL increased Motivation”, “DL increased Student-Course Content Interaction", and “DL increased Student-Lecturer Interaction” were observed in the first-year students’ responses (p<0,05). During the focus-Group discussions, “Difficulties in the Understanding of the Course Content”, “Inability to Relate Theoretical Knowledge with Practice”, “Insufficient Interactions between the Students and Lecturers” were defined to be the main problems regarding DL. Conclusion: Future DL strategies for national or international emergencies should be taken into account, considering the constraints of DL for dentistry students' professional developments as well as effective ways of corporating technology into education. Moreover, TSTUC scale was found to be a valid and reliable tool to evaluate the implementation of DL for dental students’ education.

Keywords

• COVID-19 Pandemic
• Distance Learning
• Undergraduate Dental Education
• Quantitative analysis
• Qualitative analysis.

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