Erzincan Üniversitesi Tıp Fakültesi Klinik Eğitim Dönemi Öğrencilerinin Staj Kurulları ile İlgili Görüşleri, Öğrenci Merkezli Tıp Eğitimi Metotlarına İlişkin Bilgi Düzeyi ve Yaklaşımları

Year 2018, Volume: 10 Issue: 1, 112 - 119, 28.03.2018

Selçuk Akturan , Mukadder Sunar

https://doi.org/10.18521/ktd.364116

Cited By: 1

Abstract

The Clinical Phase Students’ Opinions for Clinical Rotations, Their Level of Knowledge and Approaches for Student Centered Medical Education Methods in Erzincan University Faculty of Medicine

Abstract

Objective:
The
aim of the study is to investigate the students’ opinions about their clinical
rotations, learn their level of knowledge and opinion about student centered
education methods; brain storming, small group study, task based learning,
problem based learning, Objective Structured Practical Examination (OSPE),
student clinics, clinical skills education.

Methods:
It
is a cross-sectional study. The all clinical
year students were called and invited respectively to attend the study. The volunteer
students answered the survey for their clinical rotations and the level of
knowledge about student centered education methods. Than, researcher made a
presentation to give information about student centered education methods approximatelly
40 minutes. Than a survey about students’ experience with student centered education
methods and their willingness to get training with these methods were applied. Descriptive
statistics was used.

Results: The student
assessed clinical rotations over 10 and the mean score was 5,35 (min: 1, max.:
8, SD: ±1,62). It
was indicated that the students didn’t get training with student-centered
education methods. Students support to use student-centered education methods;
brain stroming-small group study-homework based learning (%83.9), task based
learning (%87.1), OSPE(%93,5), student clinics (96,8), clinical skills
laboratory educations (%96,8), in our school’s new curriculum is high.

Conclusion:
Clinical
year students indicated that the getting feedback during clinical rotations,
interdisiplinnary interactive educations, the diversity and number of
patient-disease are insufficient in clinical rotations. They also support
and  believe that student-centered
education methods have more benefits. Furthermore, it’s mentioned that they want
to take education with student centered education methods.

Keywords

education, medical

References

• Reference1- Uğurlu A.N. Toplumun ihtiyaçları tıp eğitiminin yeniden yapılandırılmasını gerektiriyor mu?. Ankara Medical Journal 2012;12(2):95-99. Reference2- Hill F.M. Managing service quality in higher education: the role of the student as primary consumer. Quality Assurance in Education 1995;3:10-21. Reference3- Thorne M, Cuthbert R. Autonomy, bureaucracy and competition: the ABC of control in higher education. In: Cuthbert R, ed. Working in Higher Education. Buckingham: Society for Research into Higher Education and Open University Press 1996;176. Reference4- Wineburg S.S. The self-fulfillment of the self-fulfilling prophecy. Educational Researcher 1987;16:28-36. Reference5- Flexner A. Medical education in the United States and Canada. Bulletin of the World Health Organisation 2002;7: 594 – 602. Reference6- Saçaklıoğlu F.B. Türk M. Topluma yönelik-topluma dayalı eğitim neden ve nasıl? Toplum ve Hekim 2001;16(3):181-7. Reference7- Marston R.Q, Jones R.M. ed. Medical Education in Transition Comission on Medical Education. The Science of Medical Practice. Robert Wood Johnson Foundation 1992, Princeton: NJ, USA. Reference8- Harden R.M, Sowden S. Educational strategies in curriculum development: The SPICES model. Med Educ 1984;18:284-97. Reference9- Edmund S, Brown G. Effective small Group Learning: AMEE Guide No. 48. Medical Teacher 2010;32:715-26. Reference10- Cantillon P, Wood D. ed. ABC Learning of Teaching in Medicine. Teaching Large Groups, Chapter 5. 2nd edition. Blackwell Publishing, 2010: 19-22. Reference11- Ledingham McA, Harden R.M. Twelve tips for setting up a clinical skills training facility. Medical Teacher 1998;20:503-7. Reference12- Newble D. Techniques for measuring clinical competence: objective structured clinical examinations. Medical Education 2004;38:199-203. Reference13- Barrett, T.G. General Medical Council: GMC's annual report gives a poor impression. BMJ 1993;307: 628. Reference14- Tomorrow’s Doctors; outcomes and standards for undergraduate medical education. General Medical Council (GMC) 2002. Reference15- Elçin M. Tıp eğitiminin tarihçesi. Hacettepe Tıp Dergisi 2010; 41:195-202. Reference16- Türk Tabipler Birliği Mezuniyet Öncesi Tıp Eğitimi Raporu 2010. Available from: http://www.ttb.org.tr/kutuphane/mote_2010.pdf ( Erişim Tarihi: 14.07.2016). Reference17- Erzincan Üniversitesi Resmi İnternet Sitesi. Available from: http://birim.erzincan.edu.tr/birim/?git=14 ( Erişim Tarihi: 14.07.2016). Reference18- Hattie T.H. The Power of feedback. Review of educational Research 2007;77(1):81-112. Reference19- Harden R.M. Integrated Teaching ± What do we mean? A proposed taxonomy. Med Educ 1998;32:209. Reference20- Harden R.M, Laidlaw J.M. The roles and Competencies of a ‘Good’ Teaches in Essential Skills for a Medical Teacher an Introduction to Teaching and Learning in Medicine. Elsevier Churchill Livingstone 2012. Reference21- Harden R.M, Crosby J, Davis M.H. Task-based learning: the answer to integration and problem-based learning in the clinical years. Medical Education 2000;34:391-7. Reference22- Wass V, Vleuten van der C, Shatzer J, et al. Assessment of clinical competence. Lancet 2001;357:945-9. Reference23- Sander P, Stevenson K, King M, et al. University Students’ Expectations of Teaching. Studies in High Education 2000;25:3. Reference24- Reynolds F. Studying psycholgy at degree level: would problem based leasrning enhance students’ experience?. Studies in Higher Education 1997;22:63-76. Reference25- Hasanpour A, Solati K. The Efficacy of Three Learning Methods Collaborative, Context- Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice. Journal of Clinical and Diagnostic Research 2016;10(4):VC01-VC04. Reference26- Stevenson K, Sander P. Medical Students are from Mars Businness and Psychology Students are from Venus University Teachers are from Pluto?. Medical Teacher 2002;24:27-31.