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Fizyoloji Eğitiminde Uzaktan Eğitim ve Yüz-Yüze Eğitimin Öğrenci Memnuniyeti Açısından Karşılaştırılması

Year 2022, , 109 - 118, 31.12.2022
https://doi.org/10.25282/ted.1145112

Abstract

Amaç: Koronavirüs hastalığı 2019 (COVID-19), tüm dünyada hızla yayılan bir pandemi haline gelmiştir. Sosyal izolasyon, aşı tedavisinden sonraki en etkili önlem seçeneğidir. Pandemide sosyal izolasyona bağlı olarak hayatımızda birçok alışkanlık değişkenlik göstermiştir. Eğitim açısından da küresel olarak, geleneksel eğitim sistemi çevrimiçi bir eğitim sistemine dönüşmüştür. Fizyoloji, sağlık eğitiminde önemli bir yere sahip olan ve patofizyoloji, sağlık değerlendirmesi ve farmakolojiyi anlamak için gerekli olan bir temel bilim zorunlu dersidir. Online eğitim sistemine geçişle birlikte fizyoloji eğitiminin etkinliğinin belirlenmesi gerekmektedir. Bu çalışmanın amacı, fizyoloji eğitiminde uzaktan eğitim ve yüz-yüze eğitimin öğrenciler üzerindeki etkinliğini belirlemek ve öğrenci memnuniyetini ölçmektir.
Yöntem: Araştırma, Türkiye'nin farklı illerindeki 29 üniversitede öğrenim gören 916 öğrenci ile çevrimiçi anket yoluyla gerçekleştirilmiştir. Bu anket, 3'lü Likert ölçeğine göre araştırıcı tarafından tasarlanmıştır. Hazırlanan anket formu 50 öğrenci üzerinde uygulanmış ve alınan cevaplara göre formda yer alan sorulara son hali verilmiştir. Verilen cevaplar demografik bilgiler, eğitim bilgileri, online eğitime erişim ve fizyolojide online eğitime bakış açısı olmak üzere 4 başlık altında toplanmıştır. Elde edilen veriler istatistiksel analizlere tabi tutularak yorumlanmıştır.
Bulgular: Online eğitim ile yüz yüze eğitim karşılaştırıldığında öğrencilerin tercihleri yüzyüze eğitim olmuştur. Fizyoloji derslerini anlamada çevrimiçi eğitimi yeterli bulan öğrenci sayısı genel olarak daha az (n=242, 26,4%), eksik görenler daha fazla (n=367, 40,1%) hesaplanmış; 1/ 3’ü (n=307, 33,5%) ise tarafsız görüş bildirmiştir. Öğrencilerin çoğunluğu “yüz yüze eğitimin çevrimiçi eğitime göre fizyoloji eğitiminde bilgi artırmada daha etkili olduğu” ve “Çevrimiçi eğitimde fizyoloji derslerine odaklanmanın yüz yüze eğitime göre daha zor olduğu’’ görüşündedir.
Sonuç: Tüm dünyada eğitim sistemi bu COVID-19 pandemisinden ciddi şekilde etkilenmiş ve alternatif öğrenme yöntemleri ile devam etmiştir. Fizyolojide çevrimiçi eğitim, özellikle öğrenciler için derslere istedikleri zaman ve istedikleri yerde katılabildikleri için avantajlıdır. Yüz yüze eğitim modelinde ise öğrenciler fizyoloji eğitiminden daha fazla verim almaktadır. Günümüz koşullarında online eğitim ön plana çıktığı için online eğitimin dezavantajlarına odaklanılması ve bu engellerin kaldırılması için gerekli adımların atılması öğrencilerin online eğitime bakış açısını olumlu yönde etkileyecektir.

References

  • 1. Sharma K, Deo G, Timalsina S, Joshi A, Shrestha N, Neupane HC. (2020). Online Learning in the Face of COVID-19 Pandemic: Assessment of Students’ Satisfaction at Chitwan Medical College, Nepal. Kathmandu Univ Med J. COVID-19 Special Issue 70(2):40-7
  • 2. Sahi, P. K., Mishra, D., & Singh, T. (2020). Medical Education Amid the COVID-19 Pandemic. Indian pediatrics. 57(7), 652–657. https://doi.org/10.1007/s13312-020-1894-7
  • 3. Olum, R., Atulinda, L., Kigozi, E., Nassozi, D. R., Mulekwa, A., Bongomin, F., & Kiguli, S. (2020). Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda. Journal of medical education and curricular development. 7, 2382120520973212. https://doi.org/10.1177/2382120520973212
  • 4. Anderson, L. C., & Krichbaum, K. E. (2020). Best practices for learning physiology: combining classroom and online methods. Advances in physiology education. 41(3), 383–389. https://doi.org/10.1152/advan.00099.2016
  • 5. Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, et al. (2020). Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PLoS ONE. 15(11): e0242905. https://doi.org/10.1371/journal. pone.0242905
  • 6. Singh, K., Srivastav, S., Bhardwaj, A., Dixit, A., & Misra, S. (2020). Medical Education During the COVID-19 Pandemic: A Single Institution Experience. Indian pediatrics. 57(7), 678–679. https://doi.org/10.1007/s13312-020-1899-2
  • 7. Evans DJR, Bay BH, Wilson TD, Smith CF, Lachman N, Pawlina W. (2020). Going virtual to support anatomy education: a STOPGAP in the midst of the COVID-19 pandemic. Anat Sci Educ. 13: 279–283, doi:10.1002/ase.1963.
  • 8. Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students' perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821
  • 9. Gul, M., Inci, S., Aktas, H. et al. (2021). Hidden danger of COVID-19 outbreak: evaluation of subclinical myocardial dysfunction in patients with mild symptoms. Int J Cardiovasc Imaging. 37, 2957–2964. https://doi.org/10.1007/s10554-021-02318-9
  • 10. WHO Coronavirus (COVID-19) Dashboard. Retrieved 18 July 2022. https://covid19.who.int
  • 11. Lima, K. R., das Neves, B. S., Ramires, C. C., Dos Santos Soares, M., Martini, V. Á., Lopes, L. F., & Mello-Carpes, P. B. (2020). Student assessment of online tools to foster engagement during the COVID-19 quarantine. Advances in physiology education. 44(4), 679–683. https://doi.org/10.1152/advan.00131.2020

Comparison of Online Education and Face-to-face Education in terms of Student Satisfaction in Physiology Education

Year 2022, , 109 - 118, 31.12.2022
https://doi.org/10.25282/ted.1145112

Abstract

Aim: The coronavirus disease 2019 (COVID-19) has become a rapidly spreading pandemic all over the World. Social isolation is the most effective prevention option after vaccination. Many habits have changed in our lives due to social isolation during the pandemic. In terms of education, globally, the traditional education system has turned into an online education system. Physiology is a compulsory course that has an important place in health education and is a fundamental science for understanding pathophysiology, health assessment, and pharmacology. With the transition to the online education system, it is necessary to determine the effectiveness of physiology education. The aim of this study is to determine the effectiveness of online education and face-to-face education on students in physiology education and to measure students' satisfaction.
Methods: The research was conducted with 916 students studying at 29 universities in different provinces of Türkiye through an online survey. This survey was self-designed based on a 3-point Likert scale. The survey was applied to 50 students and the questions in the form were finalized according to the answers received. The answers given were grouped under the four titles of Demographic Information, Educational Information, Access to Online Education and Perspective on Online Education in Physiology. The obtained data were interpreted by being subjected to statistical analysis.
Results: In the comparison of online education and face-to-face education, the preferences of the students have been face-to-face education. The number of students who consider online education sufficient in understanding physiology lessons, in general, are few (n=242, 26.4%), those who see it incompletely are more (n=367, 40.1%), while 1/3 gave neutral views (n=307, 33.5%). The majority of participants have the opinion that "face-to-face education is more effective in terms of increasing knowledge in physiology education compared to online education" and “It is more difficult for me to focus on physiology courses during online education compared to face-to-face education”.
Conclusions: The perceived stress level of medical school students who experienced the summative type online exam for the first time was found to be high before and after the exam. Online exam methods will be a field that is frequently applied and developed in the coming years. For this reason, there is a need for more studies in which the factors that cause stress in medical students during online exams are determined.

References

  • 1. Sharma K, Deo G, Timalsina S, Joshi A, Shrestha N, Neupane HC. (2020). Online Learning in the Face of COVID-19 Pandemic: Assessment of Students’ Satisfaction at Chitwan Medical College, Nepal. Kathmandu Univ Med J. COVID-19 Special Issue 70(2):40-7
  • 2. Sahi, P. K., Mishra, D., & Singh, T. (2020). Medical Education Amid the COVID-19 Pandemic. Indian pediatrics. 57(7), 652–657. https://doi.org/10.1007/s13312-020-1894-7
  • 3. Olum, R., Atulinda, L., Kigozi, E., Nassozi, D. R., Mulekwa, A., Bongomin, F., & Kiguli, S. (2020). Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda. Journal of medical education and curricular development. 7, 2382120520973212. https://doi.org/10.1177/2382120520973212
  • 4. Anderson, L. C., & Krichbaum, K. E. (2020). Best practices for learning physiology: combining classroom and online methods. Advances in physiology education. 41(3), 383–389. https://doi.org/10.1152/advan.00099.2016
  • 5. Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, et al. (2020). Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PLoS ONE. 15(11): e0242905. https://doi.org/10.1371/journal. pone.0242905
  • 6. Singh, K., Srivastav, S., Bhardwaj, A., Dixit, A., & Misra, S. (2020). Medical Education During the COVID-19 Pandemic: A Single Institution Experience. Indian pediatrics. 57(7), 678–679. https://doi.org/10.1007/s13312-020-1899-2
  • 7. Evans DJR, Bay BH, Wilson TD, Smith CF, Lachman N, Pawlina W. (2020). Going virtual to support anatomy education: a STOPGAP in the midst of the COVID-19 pandemic. Anat Sci Educ. 13: 279–283, doi:10.1002/ase.1963.
  • 8. Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students' perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821
  • 9. Gul, M., Inci, S., Aktas, H. et al. (2021). Hidden danger of COVID-19 outbreak: evaluation of subclinical myocardial dysfunction in patients with mild symptoms. Int J Cardiovasc Imaging. 37, 2957–2964. https://doi.org/10.1007/s10554-021-02318-9
  • 10. WHO Coronavirus (COVID-19) Dashboard. Retrieved 18 July 2022. https://covid19.who.int
  • 11. Lima, K. R., das Neves, B. S., Ramires, C. C., Dos Santos Soares, M., Martini, V. Á., Lopes, L. F., & Mello-Carpes, P. B. (2020). Student assessment of online tools to foster engagement during the COVID-19 quarantine. Advances in physiology education. 44(4), 679–683. https://doi.org/10.1152/advan.00131.2020
There are 11 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Original Article
Authors

Hasan Şimşek 0000-0001-5573-4923

Publication Date December 31, 2022
Submission Date July 19, 2022
Published in Issue Year 2022

Cite

Vancouver Şimşek H. Comparison of Online Education and Face-to-face Education in terms of Student Satisfaction in Physiology Education. TED. 2022;21(65):109-18.