Sağlık Bilimlerinde Yansıtıcı Öğrenmenin Bilgi Yapısının Bibliyometrik Analizi

Year 2024, , 11 - 29, 28.03.2024

Buket Öget , Mehmet Nurullah Kurutkan , Mehmet Bağış

https://doi.org/10.58770/joinihp.1438416

Cited By: 1

Abstract

Bu araştırma, sağlık bilimleri bağlamında yansıtıcı öğrenmenin gelişim örüntülerini belirlemeyi ve bu alanda gelecekte yapılacak araştırmalar için öneriler sunmayı amaçlamaktadır. Veri setimiz Web of Sciences (WOS) veri tabanında 1983-2023 yılları arasında yapılmış 385 çalışmadan oluşmaktadır. Bu çalışmada performans analizi, ortak atıf analizi, ortak kelime analizi ve ortak yazarlık analizi gibi bibliyometrik analiz teknikleri kullanılmıştır. Ortak kelime analizinin sonuçları, Küme 1'in tıp eğitimi, öğrenci performansı ve beceri gelişimini vurguladığını, öz değerlendirme ve geri bildirimin yansıtıcı öğrenmenin önemli bileşenleri olduğunu göstermiştir. Küme 2, sağlık hizmetlerinin öğrenci deneyimlerini nasıl şekillendirdiğini ve yansıtıcı öğrenmenin bu deneyimler üzerindeki etkisini araştırmaktadır. Küme 3, mesleki gelişim ve hasta etkileşiminde yansıtıcı öğrenmenin merkeziliğini vurgular. Küme 4 ve 5, yansıtıcı öğrenme sürecinde bilgi, tutum ve kalite yönetiminin rollerini açıklamaktadır. Küme 6 ve 7, yansıtıcı öğrenme bağlamında sürekli iyileştirme ve hasta güvenliğinin kritik öneminin altını çizmektedir. Sonuç olarak, yansıtıcı öğrenme konusu sağlık disiplinlerinde giderek artan bir ilgi görmektedir ve bu ilginin eğilimini daha iyi anlamak için daha kapsamlı analizlere ihtiyaç vardır.

Keywords

Reflektif öğrenme, sağlık, bibliyometrik analiz

A Bibliometric Analysis of the Knowledge Structure of Reflective Learning in the Health Sciences

Abstract

This research aims to identify the developmental patterns of reflective learning in the health sciences context and offer suggestions for future research in this field. Our dataset consists of 385 studies conducted between 1983 and 2023 in the Web of Sciences (WOS) database. In this study, bibliometric analysis techniques such as performance analyses, co-citation analysis, co-word analysis, and co-authorship analysis were employed. The results of the co-word analysis indicated that Cluster 1 emphasizes medical education, student performance, and skill development, showcasing that self-assessment and feedback are crucial components of reflective learning. Cluster 2 explores how health services shape student experiences and the impact of reflective learning on these experiences. Cluster 3 highlights the centrality of reflective learning in professional development and patient interaction. Clusters 4 and 5 elucidate the roles of knowledge, attitudes, and quality management in the reflective learning process. Clusters 6 and 7 underscore the critical importance of continuous improvement and patient safety within the context of reflective learning. In conclusion, the topic of reflective learning is garnering increasing interest in health disciplines, and further comprehensive analyses are needed to better understand the trend of this interest.

Keywords

Reflective learning, health, bibliometric analysis

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