The Scenario Feedbacks in Ondokuz Mayıs University Medical Faculty

Abstract

In this study we investigated the scenario feedback forms constructed for the students and tutors that are used in the problem-based learning curriculum of Ondokuz Mayıs University Medical Faculty in the educational year of 2004-2005. In the both terms, a total of 242 students had replied 5190 feedback forms for 54 scenarios with a 934 written feedback. Tutors had replied 736 scenario feedback forms. The return rates of feedback forms were 81.5% in tutors and 76.9% in students. In both terms, the students had rated the scenarios 7.22 points while the tutors had rated 8.05 points in general. The tutors and the students mostly liked the feature of the reality of the problems in the scenarios. The students rated the features about to find sufficient data resources about scenarios and to use their former knowledge in order to solve the problem with the lowest points. Tutors rated the feature of scenarios to achieve the students to the knowledge border with the lowest rates. In order to improve the process of problem-based learning the scenarios that allows students to use their former knowledge may be used. The knowledge resources that the students reach would be increased.

Keywords

• Problem based learning, scenario, feedback

ONDOKUZ MAYIS ÜNİVERSİTESİ TIP FAKÜLTESİ SENARYO GERİ BİLDİRİMLERİ

Abstract

Bu çalışmada Ondokuz Mayıs Üniversitesi Tıp Fakültesinde 2004–2005 eğitim yılında probleme dayalı öğrenim müfredatı içinde kullanılan senaryolar için yapılandırılmış öğrenci ve yönlendirici geri bildirim formları incelenmiştir. Her iki dönemde toplam 242 öğrenci 54 senaryo için 5190 geri bildirim formunu yanıtlarken bu formlarda toplam 934 adet yazılı geri bildirimde bulunmuşlardır. Yönlendiriciler 736 adet geri bildirim formu yanıtlamışlardır. Yönlendiricilerde geri bildirim formu iade oranı %81.5 iken öğrencilerde bu oran %76.9 olarak gerçekleşmiştir. Her iki dönem için öğrenciler senaryolara genel olarak 7.22 puan verirken yönlendiriciler ise 8.05 puan vermişlerdir. Hem öğrencilerin hem de yönlendiricilerin senaryolarda en beğendikleri özellik gerçeğe uygun kurgulanması olmuştur. Öğrenciler senaryoların yeterli kaynağa ulaşma ve eski bilgilerin problemin çözümüne katkısına en düşük puanları vermişlerdir. Yönlendiriciler ise senaryoların öğrencileri bilgi sınırına getirmesi özelliğinin geliştirilebileceğini belirtmişlerdir. PDÖ sisteminin işlerliğinin artırılabilmesi için öğrencilerin daha önceki bilgilerini kullanabilecekleri senaryolar kullanılabilir. Öğrencilerin ulaşabileceği kaynak sayısı ve imkanları arttırılmalıdır.

Keywords

• Probleme dayalı öğrenim, senaryo

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