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Simüle Hastaların Klinik Öncesi Dönemde Ölçme Değerlendirme Aracı Olarak Kullanılması; Öğrencilerin Görüşleri

Year 2017, Volume: 16 Issue: 49, 18 - 27, 30.09.2017

Abstract

Amaç: Bu çalışmada, bir
ölçme-değerlendirme aracı olarak Simüle Hastaya ilişkin öğrenci görüşlerinin
belirlenmesi amaçlanmıştır. Simüle hastalar 3’üncü sınıf tıp fakültesi
öğrencilerinin Enfeksiyon Hastalıkları ve Klinik Mikrobiyoloji, kliniğe giriş
eğitimi sınavında kullanılmıştır.

Gereç ve Yöntem: Simüle
hastaların eğitilmesi, kullanılacak senaryonun yazılması, öğrenci değerlendirme
formunun hazırlanması, öğrencilerin ölçme değerlendirme aracı ile ilgili
bilgilendirilmesi ve uygulamanın yapılmasını takiben öğrenci görüşleri
niteliksek ve niceliksel yöntemlerin birlikte kullanılması toplanmıştır.
Öncelikle açık uçlu yazılı geri bildirim formu kullanılarak öğrenci görüşleri
toplanmış, bu görüşlerin tematik analizine dayanarak bir anket formu oluşturulmuştur.
125 öğrenci yazılı geri bildirimde bulunurken, 97 öğrenci anketi yanıtlamıştır.
Tematik analiz sonucu geçerlik, güvenirlik, eğitsel etki ve kabul edilebilirlik
temaları ortaya çıkmıştır.

Bulgular: Öğrencilerin
yazılı olarak yaptıkları yorumların ölçme değerlendirme araçlarının işe
yararlığını belirleyen kriterlere göre sınıflandırıldığında; %74’ünün geçerlik,
%41’inin güvenirlik, %19’unun eğitsel etki ve %35’inin kabul edilebilirlikle
ilgili olduğu görülmüştür.







Sonuç: Bu çalışmanın
hem niteliksel hem niceliksel bulgularına göre, klinik öncesi dönemde simüle
hasta ile gerçekleştirilen sınamanın öğrenciler tarafından geçerlik,
güvenirlik, eğitsel etki ve kabul edilebilirlik açısından değerli bir ölçme
derece aracı olarak değerlendirildiği saptanmıştır. 

References

  • 1. Peacock JG, Grande JP. (2015). Patient exposure in the basic science classroom enhances differential diagnosis formation and clinical decision-making. PeerJ. Feb 26 (3),e809.
  • 2. Radcliffe C, Lester H. (2003). Perceived stress during undergraduate medical training: a qualitative study. Med Educ, 37:32-38.
  • 3. Godefrooij MJ, Diemers AD, Scherpbier AJJA. (2010). Students' perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study. BMC Med Educ 10(28),1-9.
  • 4. Sarikaya O, Civaner M, Kalaca S. (2006) The anxieties of medical students related to clinical training. J Clin Pract 60:1414-1418.
  • 5. Cleland JA, Abe K, Rethans JJ. (2009). The use of simulated patients in medical education: AMEE Guide No 42. Med Teach. 31(6),477-86.
  • 6. Keifenheim KE, Teufel M, Ip J, Speiser N, Leehr EJ, Zipfel S, Herrmann-Werner A. (2015). Teaching history taking to medical students: a systematic review. BMC Med Educ. 28(15),159.
  • 7. Barrows HS, Abrahamson S. (1964). The programmed patient: A technique for appraising student performance in clinical neurology. Journal of Medical Education 39, 802–5.
  • 8. Chessman AW, Blue AV, Gilbert GE, Carey M, Mainous AG. (2003). Assessing students' communication and interpersonal skills across evaluation settings. Fam Med 35:643-8.
  • 9. Epstein RM, Hundert EM. Defining and assessing professional competence. (2002). JAMA 287:226-235.
  • 10. Boulet JR, Smee SM, Dillon GF, Gimpel JR. (2009). The use of standardized patient assessments for certification and licensure decisions. Simulation in healthcare: Journal of the Society for Simulation in Healthcare. 4:35-42.
  • 11. Brailovsky CA, Grand’Maison P, Lescop J. (1992). A large-scale multicenter objective structured clinical examination for licesnsure. Academic Medicine 67(10, Suppl.), 37–9. 3.
  • 12. Whelan GP. (1999) Educational commission for foreign medical graduates: Clinical skills assessment prototype. Med Teach 21, 156-60.
  • 13. Van Der Vleuten CPM. (1996). The Assessment of professional competence: developments, research and practical implications. AdvHealth Sci Educ 1:41-67 14. Nicol M, Freeth D. (1998). Assessment of clinical skills: a new approach to an old problem. Nurse Educ Today. 18(8),601-9.
  • 15. Lane C, Rollnick S. (2007). The use of simulated patients and role-play in communication skills training: a review of the literature to August 2005. Patient Educ Couns. 67(1-2),13-20.
  • 16. Wass V, Van der Vleuten C, Shatzer J, Jones R (2001) Assessment of clinical competence. Lancet. 357(9260),945-9.
  • 17. Swanson DB, van der Vleuten CP. (2013). Assessment of clinical skills with standardized patients: state of the art revisited. Teach Learn Med. 25(1),17-25.
  • 18. Vu VV, Barrows HS. (1994). Use of Standardized Patients in Clinical Assessments: Recent Developments and Measurement Findings, Educational Researcher, Vol. 23(3),23-30
  • 19. Ainsworth M, Rogers L, Markus J, Dorsey N, Blackwell T, Petrusa E. (1991). Standardized patient encounters—a method for teaching and evaluation. Journal of the American Medical Association 266,1390–1396
  • 20. Barrows H, Williams R, Moy R. (1987). A comprehensive performance-based assessment of fourth-year students’ clinical skills. Journal of Medical Education 62: 805–809
  • 21. Tudiver F, Rose D, Banks B, Pfortmiller D. (2009). Reliability and validity testing of an evidence-based medicine OSCE station. Fam Med. Feb;41(2):89-91.
  • 22. Guiton G, Hodgson CS, Delandshere G, Wilkerson L. (2004). Communication skills in standardized-patient assessment of final-year medical students: a psychometric study. Adv Health Sci Educ Theory Pract. 9(3):179-87.
  • 23. Larsen DP, Butler AC, Lawson AL, Roediger HL. (2013). The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Adv Health Sci Educ Theory Pract. 18(3), 409-25.
  • 24. Şenol Y, Yardım S, & Başarıcı İ. (2014). Öğrencilerin Standart Hasta Uygulaması Hakkındaki Görüşlerı̇: Bı̇rı̇ncı̇ Yıl Sonuçları. Tıp Eğitimi Dünyası. 41, 19-26
  • 25. Elçin M, Odabaşı O, Turan S, Sincan M, Başusta NB. (2010). Tıp eğitiminde iletişim becerilerinin standart hastalar ve yapılandırılmış değerlendirmelerle geliştirilmesi. Hacettepe Tıp Dergisi. 41, 219-230.
  • 26. McGraw RC, O’Conner HM. (1999). Standardized patients in the early acquisition of clinical skills. Med Educ 33, 572–578
Year 2017, Volume: 16 Issue: 49, 18 - 27, 30.09.2017

Abstract

References

  • 1. Peacock JG, Grande JP. (2015). Patient exposure in the basic science classroom enhances differential diagnosis formation and clinical decision-making. PeerJ. Feb 26 (3),e809.
  • 2. Radcliffe C, Lester H. (2003). Perceived stress during undergraduate medical training: a qualitative study. Med Educ, 37:32-38.
  • 3. Godefrooij MJ, Diemers AD, Scherpbier AJJA. (2010). Students' perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study. BMC Med Educ 10(28),1-9.
  • 4. Sarikaya O, Civaner M, Kalaca S. (2006) The anxieties of medical students related to clinical training. J Clin Pract 60:1414-1418.
  • 5. Cleland JA, Abe K, Rethans JJ. (2009). The use of simulated patients in medical education: AMEE Guide No 42. Med Teach. 31(6),477-86.
  • 6. Keifenheim KE, Teufel M, Ip J, Speiser N, Leehr EJ, Zipfel S, Herrmann-Werner A. (2015). Teaching history taking to medical students: a systematic review. BMC Med Educ. 28(15),159.
  • 7. Barrows HS, Abrahamson S. (1964). The programmed patient: A technique for appraising student performance in clinical neurology. Journal of Medical Education 39, 802–5.
  • 8. Chessman AW, Blue AV, Gilbert GE, Carey M, Mainous AG. (2003). Assessing students' communication and interpersonal skills across evaluation settings. Fam Med 35:643-8.
  • 9. Epstein RM, Hundert EM. Defining and assessing professional competence. (2002). JAMA 287:226-235.
  • 10. Boulet JR, Smee SM, Dillon GF, Gimpel JR. (2009). The use of standardized patient assessments for certification and licensure decisions. Simulation in healthcare: Journal of the Society for Simulation in Healthcare. 4:35-42.
  • 11. Brailovsky CA, Grand’Maison P, Lescop J. (1992). A large-scale multicenter objective structured clinical examination for licesnsure. Academic Medicine 67(10, Suppl.), 37–9. 3.
  • 12. Whelan GP. (1999) Educational commission for foreign medical graduates: Clinical skills assessment prototype. Med Teach 21, 156-60.
  • 13. Van Der Vleuten CPM. (1996). The Assessment of professional competence: developments, research and practical implications. AdvHealth Sci Educ 1:41-67 14. Nicol M, Freeth D. (1998). Assessment of clinical skills: a new approach to an old problem. Nurse Educ Today. 18(8),601-9.
  • 15. Lane C, Rollnick S. (2007). The use of simulated patients and role-play in communication skills training: a review of the literature to August 2005. Patient Educ Couns. 67(1-2),13-20.
  • 16. Wass V, Van der Vleuten C, Shatzer J, Jones R (2001) Assessment of clinical competence. Lancet. 357(9260),945-9.
  • 17. Swanson DB, van der Vleuten CP. (2013). Assessment of clinical skills with standardized patients: state of the art revisited. Teach Learn Med. 25(1),17-25.
  • 18. Vu VV, Barrows HS. (1994). Use of Standardized Patients in Clinical Assessments: Recent Developments and Measurement Findings, Educational Researcher, Vol. 23(3),23-30
  • 19. Ainsworth M, Rogers L, Markus J, Dorsey N, Blackwell T, Petrusa E. (1991). Standardized patient encounters—a method for teaching and evaluation. Journal of the American Medical Association 266,1390–1396
  • 20. Barrows H, Williams R, Moy R. (1987). A comprehensive performance-based assessment of fourth-year students’ clinical skills. Journal of Medical Education 62: 805–809
  • 21. Tudiver F, Rose D, Banks B, Pfortmiller D. (2009). Reliability and validity testing of an evidence-based medicine OSCE station. Fam Med. Feb;41(2):89-91.
  • 22. Guiton G, Hodgson CS, Delandshere G, Wilkerson L. (2004). Communication skills in standardized-patient assessment of final-year medical students: a psychometric study. Adv Health Sci Educ Theory Pract. 9(3):179-87.
  • 23. Larsen DP, Butler AC, Lawson AL, Roediger HL. (2013). The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Adv Health Sci Educ Theory Pract. 18(3), 409-25.
  • 24. Şenol Y, Yardım S, & Başarıcı İ. (2014). Öğrencilerin Standart Hasta Uygulaması Hakkındaki Görüşlerı̇: Bı̇rı̇ncı̇ Yıl Sonuçları. Tıp Eğitimi Dünyası. 41, 19-26
  • 25. Elçin M, Odabaşı O, Turan S, Sincan M, Başusta NB. (2010). Tıp eğitiminde iletişim becerilerinin standart hastalar ve yapılandırılmış değerlendirmelerle geliştirilmesi. Hacettepe Tıp Dergisi. 41, 219-230.
  • 26. McGraw RC, O’Conner HM. (1999). Standardized patients in the early acquisition of clinical skills. Med Educ 33, 572–578
There are 25 citations in total.

Details

Subjects Health Care Administration
Journal Section Original Article
Authors

Serdar Özdemir

Tamer Edirne This is me

Murat Kutlu

Selda Sayın Kutlu

Publication Date September 30, 2017
Submission Date April 12, 2017
Published in Issue Year 2017 Volume: 16 Issue: 49

Cite

Vancouver Özdemir S, Edirne T, Kutlu M, Sayın Kutlu S. Simüle Hastaların Klinik Öncesi Dönemde Ölçme Değerlendirme Aracı Olarak Kullanılması; Öğrencilerin Görüşleri. TED. 2017;16(49):18-27.