Ege Üniversitesi Tıp Fakültesinde Uygulanan Özel Çalışma Modülleri İle İlgili Öğrenci ve Öğretim Üyesi Görüşleri

Hatice Şahin; Ö. Sürel Karabilgin

Opinions Of Students’ And Faculty Members’ About Special Study Modules In Ege University Faculty Of Medicine

Year 2005, Volume: 20 Issue: 20, 37 - 45, 01.03.2005

Abstract

Background: Special Study Moduls (SSMs) were introduced as a part of the new medical undergraduate curriculum at Ege University Faculty of Medicine in September 2004. The aims of this study are evaluation of students’ and faculty members’ opinions on SSMs and to give suggestions for improving of SSMs. Methods: This is a descriptive study. Study data were collected from students and faculty members, who participated in SSMs from September 2004 to June 2005. Feedback forms were developed for students and faculty members. Students’ feedback form included in seven titles was scored with 9 scales (1: worst, 9: best). Faculty members’ feedback form included in eight titles was scored with Likert scale (1: disagree, 5: agree). Data were grouped for evaluation. Results: 294 students and 63 faculty members gave feedback about effectiveness of SSMs. Percentage of students, who gave 6 and upper scores in feedback forms, differ between 80.7 % and 93.2%. Percentage of faculty members, who gave 4 and upper scores in feedback forms, differ between 70.8% and 100%. There is a significant difference in student scores between genders. Male students gave higher scores for a feedback title related to meet students’ expectations by trainers than female students (Chi- Square: 8.257, p: 0.016). Conclusion: Students and faculty members stated that SSMs were very enjoyable and beneficial according to study results. Perceptions and opinions of students and faculty members are positively about SSMs. SSMs should be included in curriculum design for supporting lifelong learning and gaining transferable skills.

Keywords

special study modules, core curriculum, curriculum design, undergraduate medical education

References

) Bryne P.A., Lewis S.E.M., Thompson W., Special Study Modules: A Student’s Perspective, Medical Teacher 1999; 21(3): 299-301.
) Yates M.S., Drewery S., Murdoch-Eaton D.G., Alternative Learning Enviroments: What Do They Contribute to Professional Development of Medical Students?, Medical Teacher 2002; 24(6): 609-615.
) Vikram JHA, Duffy S., Murdoch-Eaton D., Development of Transferable Skills During Short Special Study Modules: Students’ Self-Appraisal, Medical Teacher 2002; 24 (2): 202-207.
) Whittle S.R., Murdoch-Eaton D.G., Student-Selected Projects: Can They Enhance Lifelong Learning Skills?, Medical Teacher 2002;24(1): 41-44.
) Special Study Modules, Student Handbook, Guy’s, King’s and St Thomas’s Schools of Medicine and Denistry, http://www.kcl.ac.uk/teares/qktvc/vc/medical/ssm/generalinformation/Year1ssmhandbook20002001.pdf#search=’sp ecial%20study%20modules’, ziyaret tarihi: 15.07.2005.
) Morton R. Special Study Modules in Medical Illustration in the Undergraduate Medical Curriculum. Journal of Audiovisual Media in Medicine 2000; 23(3): 110-112.
) Harden R. M. The Core Curriculum With Options or Special Study Modules, AMEE Medical Education Guide No.5 1995; 17(2).
) Kevelighan E.H., Duffy S.R.G., Haris R.M., A.J. Cole, Tait K., Hartley J.R., An Innovative Special Study Module Utilizing Computer-based Learning in Obstetrics and Gynaecology, Medical Teacher 1998; 20 (5):442-444.
) Whitltle SR., Murdoch-Eaton DG. (2001). Development of Lifelong Learning and Self Evaluation Skills Through Special Study Modules. Med. Edu. 35: 1066-1099
) Fowell S.L., Ellershaw J., Leinster S., Bligh J., Assessment of Special Study Modules: Comparing Apples and Pears, Medical Education 1998; 32:209-221.
) Lanchester T., Hart R., Gardner S., Literature and Medicine:Evaluating A Special Study Module Using The Nominal Group Technique, Medical Education 2002;36:1071-1076.
) Fowell S., Leinster S., Case Study 1: Criterion-Based Assessment of Special Study Modules, Medical Education 2000; 34 (Suppl.1):62-65.
) Report of Visit to Queen’s University Belfast Faculty of Medicine and Health Sciences 1998, Special Study Modules (Principal Recommendation 6), http://www.gmc-uk.org/med_ed/visits/belfast.htm, ziyaret tarihi: 15.07.2005
) University of Bristol Medical School, Programme Handbook 2004-2005 , http://www.medici.bris.ac.uk/files/proghand04, ziyaret tarihi: 15.07.2005
) Ege Üniversitesi Tıp Fakültesi Özel Çalışma Modülleri, http://ocmmed.ege.edu.tr.

Ege Üniversitesi Tıp Fakültesinde Uygulanan Özel Çalışma Modülleri İle İlgili Öğrenci ve Öğretim Üyesi Görüşleri

Year 2005, Volume: 20 Issue: 20, 37 - 45, 01.03.2005

Hatice Şahin Ö. Sürel Karabilgin

Abstract

Gerekçe: Özel Çalışma Modülü (ÖÇM) uygulamalarına ilişkin öğretim üyesi ve öğrenci geri bildirimlerinin değerlendirilmesi ve uygulamaların etkinliğinin arttırılmasına yönelik öneriler geliştirmek. Gereç ve Yöntem: Tanımlayıcı tipte olan bu araştırmanın verileri, Eylül 2004 - Haziran 2005 döneminde ÖÇM’leri yürüten öğretim üyeleri ve katılan öğrencilerden alınan geri bildirimlerden derlenmiştir. Öğrenci geri bildirim formu 9’lu ölçek ile değerlendirilen (1: en kötü, 9: en iyi) 7 başlıktan, öğretim üyesi geri bildirim formu ise 5’li Likert Skalası ile değerlendirilen (1: kesinlikle katılmıyorum, 5: kesinlikle katılıyorum) 8 başlıktan oluşmuştur. Veriler gruplanarak değerlendirilmiştir. Bulgular: Araştırmada 294 öğrenci ve 63 öğretim üyesinden alınan geri bildirimler değerlendirilmiştir. Geri bildirim başlıklarına 6 ve üzerinde puan veren öğrencilerin oranı %80.7 ile %93.2 iken öğretim üyelerinden geri bildirim başlıklarına 4 ve üzerinde puan verenlerin oranı %70.8 ile %100 arasında değişmektedir. Öğrenci geri bildiriminde yer alan “Eğiticiler beklentilerimi karşıladı” başlığında erkek öğrenciler kızlardan daha fazla 6 ve üzerinde puan vererek anlamlı fark yaratmışlardır (Ki-Kare: 8.257, p: 0.016). Sonuç: Bu araştırmanın verileri EÜTF’de ilk kez uygulanan ÖÇM’lerinin öğrenciler ve öğretim üyeleri tarafından memnuniyetle karşılandığını göstermiştir. Eğitim programı geliştirmede çekirdek müfredatın yanı sıra yaşam boyu öğrenmeyi destekleyici ve transfer edilebilir becerileri geliştirici ÖÇM’ lere yer verilmesi önemlidir.

Keywords

özel çalışma modülleri, çekirdek müfredat, eğitim programı geliştirme, mezuniyet öncesi tıp eğitimi

References

) Bryne P.A., Lewis S.E.M., Thompson W., Special Study Modules: A Student’s Perspective, Medical Teacher 1999; 21(3): 299-301.
) Yates M.S., Drewery S., Murdoch-Eaton D.G., Alternative Learning Enviroments: What Do They Contribute to Professional Development of Medical Students?, Medical Teacher 2002; 24(6): 609-615.
) Vikram JHA, Duffy S., Murdoch-Eaton D., Development of Transferable Skills During Short Special Study Modules: Students’ Self-Appraisal, Medical Teacher 2002; 24 (2): 202-207.
) Whittle S.R., Murdoch-Eaton D.G., Student-Selected Projects: Can They Enhance Lifelong Learning Skills?, Medical Teacher 2002;24(1): 41-44.
) Special Study Modules, Student Handbook, Guy’s, King’s and St Thomas’s Schools of Medicine and Denistry, http://www.kcl.ac.uk/teares/qktvc/vc/medical/ssm/generalinformation/Year1ssmhandbook20002001.pdf#search=’sp ecial%20study%20modules’, ziyaret tarihi: 15.07.2005.
) Morton R. Special Study Modules in Medical Illustration in the Undergraduate Medical Curriculum. Journal of Audiovisual Media in Medicine 2000; 23(3): 110-112.
) Harden R. M. The Core Curriculum With Options or Special Study Modules, AMEE Medical Education Guide No.5 1995; 17(2).
) Kevelighan E.H., Duffy S.R.G., Haris R.M., A.J. Cole, Tait K., Hartley J.R., An Innovative Special Study Module Utilizing Computer-based Learning in Obstetrics and Gynaecology, Medical Teacher 1998; 20 (5):442-444.
) Whitltle SR., Murdoch-Eaton DG. (2001). Development of Lifelong Learning and Self Evaluation Skills Through Special Study Modules. Med. Edu. 35: 1066-1099
) Fowell S.L., Ellershaw J., Leinster S., Bligh J., Assessment of Special Study Modules: Comparing Apples and Pears, Medical Education 1998; 32:209-221.
) Lanchester T., Hart R., Gardner S., Literature and Medicine:Evaluating A Special Study Module Using The Nominal Group Technique, Medical Education 2002;36:1071-1076.
) Fowell S., Leinster S., Case Study 1: Criterion-Based Assessment of Special Study Modules, Medical Education 2000; 34 (Suppl.1):62-65.
) Report of Visit to Queen’s University Belfast Faculty of Medicine and Health Sciences 1998, Special Study Modules (Principal Recommendation 6), http://www.gmc-uk.org/med_ed/visits/belfast.htm, ziyaret tarihi: 15.07.2005
) University of Bristol Medical School, Programme Handbook 2004-2005 , http://www.medici.bris.ac.uk/files/proghand04, ziyaret tarihi: 15.07.2005
) Ege Üniversitesi Tıp Fakültesi Özel Çalışma Modülleri, http://ocmmed.ege.edu.tr.

There are 15 citations in total.

Details

Primary Language	Turkish
Journal Section	Original Article
Authors	Hatice Şahin This is me Ö. Sürel Karabilgin This is me
Publication Date	March 1, 2005
Submission Date	September 5, 2015
Published in Issue	Year 2005 Volume: 20 Issue: 20

Cite

Vancouver	Şahin H, Karabilgin ÖS. Ege Üniversitesi Tıp Fakültesinde Uygulanan Özel Çalışma Modülleri İle İlgili Öğrenci ve Öğretim Üyesi Görüşleri. TED. 2005;20(20):37-45.