Research Article
BibTex RIS Cite

Türkiye'deki Hematoloji Uzmanlarının Öğrenme Stillerinin Belirlenmesi ve Eğitim Başarısı Üzerine Etkisinin Değerlendirilmesi

Year 2022, Volume: 21 Issue: 63, 5 - 17, 30.04.2022
https://doi.org/10.25282/ted.981453

Abstract

Amaç: Öğrenme stili, genel olarak bilgiyi algılama, bilgiyi zihne işleme ve yerleştirme süreçlerindeki bireysel farklılıklar olarak tanımlanabilir. Bireylerin öğrenme stili özelliklerine uygun eğitim modelleri ve öğrenme ortamlarının oluşturulması istenilen öğrenme çıktılarının elde edilmesini sağlayacaktır. Kolb Öğrenme Stilleri Ölçeği, öğrenme stillerinin belirlenmesinde sıklıkla kullanılır. Ülkemizde ve literatürde üst ihtisaslara ilişkin hekimlerin öğrenme stillerinin değerlendirildiği bir çalışma yoktur. Bu araştırma ile hematoloji uzmanlarının öğrenme stillerinin belirlenmesi amaçlanmıştır.
Yöntem: Türk Hematoloji Derneği tarafından 2016-2019 yılları arasında düzenlenen “Ustalık Eğitim Sınıfları” programına katılan hematoloji uzmanlarına internet ortamında survey monkey yöntemi ile kolb öğrenme stilleri ölçeği ve anket uygulanmıştır.
Bulgular: Araştırmaya beş ayrı ustalık sınıfı programından 70 hematoloji uzmanı katıldı. Bu uzmanların %61,4`ü (n= 43) kadın, %38,6`sı (n= 27) erkek idi. Katılımcıların yaş ortalaması 40 ± 3,16 yıl [ortanca=39,96 yıl (35-54)], ortalama uzmanlık süreleri 4,81 ± 11,39 yıl [ortanca= 5 (1-10 yıl)] olarak hesaplandı. Hematoloji uzmanlarının öğrenme stilleri; 38 kişiyle (%54,3) ayrıştıran, 16 kişiyle (%22,9) özümseyen, 10 kişiyle (%14,3) yerleştiren ve 6 kişi (%8,6) ile değiştiren öğrenme stili olarak bulundu. Katılımcıların cinsiyeti, anadal branşı, unvanları, çalıştıkları kurumlar ile öğrenme stilleri açısından anlamlı bir farklılık saptanmadı (p> .05). Hematoloji uzmanlarının bitirme sınav puanları ortalama 63,96 ± 10,99 puan [ortanca= 62 (40- 91 puan)] olarak hesaplandı. Cinsiyetin, yaşın, uzmanlık süresinin, anadal uzmanlık alanının, akademik unvanın ve öğrenme stilinin bitirme sınav skoru üzerine etkisinin olmadığı görüldü (p>,05).
Sonuç: Hematoloji uzmanları ağırlıklı olarak ayrıştıran ve özümseyen öğrenme stiline sahip olarak bulundu. Hematoloji eğitim programları ve öğrenme ortamları oluşturulurken bu öğrenme stillerinin özelliklerinin dikkate alınması eğitim programının başarıya ulaşmasına olumlu katkı sağlayabilir.

Project Number

4891

Thanks

Projedeki verilerin elde edilmesinde ve katılımcılara ulaşılmasında Türk Hematoloji Derneğinin değerli yöneticilerine, dernek sekreteri Sena Yavuz`a ve üyelerine verdikleri destek için teşekkür ederiz.

References

  • 1. Shugerman R, Linzer M, Nelson K, Douglas J, Williams R, Konrad R, et al. Pediatric generalists, and subspecialists: determinants of career satisfaction. Pediatrics. 2001;108(3): E40.
  • 2. More AJ. Native indian learning styles: A review for researchers and teachers. Journal of American Indian Education. 1987;27(1):17-29.
  • 3. Gurpinar E AM, Mamakli, S. Aktekin, M. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Advances in physiology education. 2010;34(4):192-6.
  • 4. Kolb DA. Facilitator's Guide to Learning: Hay Group Transforming Learning; 2000.
  • 5. Kolb AY KD. The Kolb Learning Style Inventory—Version 3.1. 2005.
  • 6. Gurpinar E, Bati H, Tetik C. Learning styles of medical students change in relation to time. Advances in physiology education. 2011;35(3):307-11.
  • 7. Goldie J. AMEE Education Guide no. 29: evaluating educational programs. Medical teacher. 2006;28(3):210-24.
  • 8. Kolb AY KD. Learning styles and learning spaces: Enhancing experiential learning in higher education. Acad Manag Learn Educ. 2005;4(2):193-212.
  • 9. Coker CA, Pedersen SJ. Context and test-retest reliability of Kolb's Learning Style Inventory. Psychol Rep. 2004;95(1):180-2.
  • 10. Yoon SH. Using learning style and goal accomplishment style to predict academic achievement in middle school geography students in Korea. . Unpublished doctoral thesis: University of Pittsburgh. ; 2000.
  • 11. Kolb DA. Experiential Learning: Experience As The Source Of Learning And Development: Prentice-Hall; 1984.
  • 12. Tuli SY, Thompson LA, Saliba H, Black EW, Ryan KA, Kelly MN, et al. Pediatric residents' learning styles and temperaments and their relationships to standardized test scores. Journal of graduate medical education. 2011;3(4):566-70.
  • 13. Kolb DA. The kolb learning style inventory. . Hay Resources Direct. : 1999.
  • 14. Kolb DA. Experiential learning: experiencies as the source of learning and development. . Englewood Cliffs, N.J.: Prentice-Hall. ; 1984.
  • 15. Gencel İE. Kolb`un denyimsel öğrenme kuramına dayalı öğrenme stil envanterin−III`ün Türkçe`ye uyarlama çalışması. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2007;9(2):19.
  • 16. Shaikh AA. Learning styles and satisfaction with educational activities among pediatric physicians at King Abdulaziz Medical City Jeddah. Journal of Taibah University Medical Sciences. 2015;10(1):102-8.
  • 17. Engels PT, de Gara C. Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education. BMC medical education. 2010;10:51.
  • 18. Laeeq K, Weatherly RA, Carrott A, Pandian V, Cummings CW, Bhatti NI. Learning styles in two otolaryngology residency programs. The Laryngoscope. 2009;119(12):2360-5.
  • 19. Kosower E, Berman N. Comparison of pediatric resident and faculty learning styles: implications for medical education. The American journal of the medical sciences. 1996;312(5):214-8.
  • 20. Piane G, Rydman RJ, Rubens AJ. Learning style preferences of public health students. Journal of medical systems. 1996;20(6):377-84.
  • 21. Aşkar P, Akkoyunlu B. Kolb öğrenme stili envanteri. Eğitim ve Bilim 1993;87: 37-47.
  • 22. Adesunloye BA, Aladesanmi O, Henriques-Forsythe M, Ivonye C. The preferred learning style among residents and faculty members of an internal medicine residency program. J Natl Med Assoc. 2008;100(2):172-5.
  • 23. Fredette J, O'Brien C, Poole C, Nomura J. Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool? Delaware medical journal. 2015;87(4):109-12.
  • 24. Gürpınar E, Batı H, Tetik C. Tıp Fakültesi Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. Tıp Eğitimi Dünyası. 2011;32(32):18-29.
  • 25. Marcela BC DZ, Montserrat LG, Paola VG, Beltrán MC. . Tipos psicológicos y estilos deaprendizaje de los estudiantes que ingresana Medicina en la Pontificia UniversidadCatólica de Chile. Rev Med Chil. 2003;131(9):1067-78.
  • 26. Barre C MG, Fabricio J. Learning Styles of Undergraduate Medical Students. Universitas Medica. 2018;59(2):4-10.
  • 27. Khalid FD AS. A study of students’ learning styles in medical institutions in Pakistan. Rawal Med J 2008;33(2): 239-41.
  • 28. Buali WH, Balaha MH, Muhaidab NS. Assessment of learning style in a sample of Saudi medical students. Acta informatica medica : AIM : journal of the Society for Medical Informatics of Bosnia & Herzegovina: casopis Drustva za medicinsku informatiku BiH. 2013;21(2):83-8.
  • 29. Borracci RA GG, Rubio M, Arribalzaga EB. . Estilos de aprendizaje en estudiantes universitarios y médicos residentes. Educacion Medica December 2008;11(4):229-38.
  • 30. Nuzhat A, Salem RO, Al Hamdan N, Ashour N. Gender differences in learning styles and academic performance of medical students in Saudi Arabia. Medical teacher. 2013;35 Suppl 1:S78-82.
  • 31. Wehrwein EA, Lujan HL, DiCarlo SE. Gender differences in learning style preferences among undergraduate physiology students. Advances in physiology education. 2007;31(2):153-7.
  • 32. Slater JA, Lujan HL, DiCarlo SE. Does gender influence learning style preferences of first-year medical students? Advances in physiology education. 2007;31(4):336-42.

Determination of Learning Styles of Hematologists in Turkey and Evaluation of the Effect on Educational Success

Year 2022, Volume: 21 Issue: 63, 5 - 17, 30.04.2022
https://doi.org/10.25282/ted.981453

Abstract

Aim: Learning style can be defined as individual differences in the processes of perceiving information, processing, and placing information in the mind. Creating educational models and learning environments
suitable for individuals' learning style characteristics will ensure that desired learning outcomes are achieved. Kolb Learning Styles Scale is frequently used to determine learning styles. In our country and
in the literature, there is no study evaluating the learning styles of physicians related to minör specializations. With this research, it was aimed to determine the learning styles of hematology specialists.
Methods: Kolb learning styles scale and questionnaire were applied to hematology specialists who participated in the "Masterclass" program organized by the Turkish Society of Hematology between 2016-
2019, using the online survey monkey method.
Results: 70 hematologists from five different masterclass programs participated in the study. Of the hematologists, 61.4% (n= 43) were female and 38.6% (n= 27) were male. The mean age of the participants was calculated as 40 ± 3.16 years [median=39.96 years (35-54)], and the mean duration of specialistic was 4.81 ± 11.39 years [median= 5 (1-10 years)]. The learning style of hematologists is converging with 38 people (54.3%), assimilating with 16 people (22.9%), accommodating with 10 (14.3%), and diverging with 6 people (8.6%) was defined. There was no significant difference in terms of gender, major specialization, titles, institutions, and learning styles of the participants (p> .05). The mean final exam scores of the hematologists were calculated as 63.96 ± 10.99 points [median= 62 (40-91 points)]. It was observed that gender, age, duration of specialization, major specialization, academic title, and learning style had no effect on the final exam score (p>.05).
Conclusions: Hematology specialists were found to have predominantly converging and assimilating learning styles. Considering the characteristics of these learning styles while creating hematology education programs and learning environments can contribute positively to traning program.

Project Number

4891

References

  • 1. Shugerman R, Linzer M, Nelson K, Douglas J, Williams R, Konrad R, et al. Pediatric generalists, and subspecialists: determinants of career satisfaction. Pediatrics. 2001;108(3): E40.
  • 2. More AJ. Native indian learning styles: A review for researchers and teachers. Journal of American Indian Education. 1987;27(1):17-29.
  • 3. Gurpinar E AM, Mamakli, S. Aktekin, M. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Advances in physiology education. 2010;34(4):192-6.
  • 4. Kolb DA. Facilitator's Guide to Learning: Hay Group Transforming Learning; 2000.
  • 5. Kolb AY KD. The Kolb Learning Style Inventory—Version 3.1. 2005.
  • 6. Gurpinar E, Bati H, Tetik C. Learning styles of medical students change in relation to time. Advances in physiology education. 2011;35(3):307-11.
  • 7. Goldie J. AMEE Education Guide no. 29: evaluating educational programs. Medical teacher. 2006;28(3):210-24.
  • 8. Kolb AY KD. Learning styles and learning spaces: Enhancing experiential learning in higher education. Acad Manag Learn Educ. 2005;4(2):193-212.
  • 9. Coker CA, Pedersen SJ. Context and test-retest reliability of Kolb's Learning Style Inventory. Psychol Rep. 2004;95(1):180-2.
  • 10. Yoon SH. Using learning style and goal accomplishment style to predict academic achievement in middle school geography students in Korea. . Unpublished doctoral thesis: University of Pittsburgh. ; 2000.
  • 11. Kolb DA. Experiential Learning: Experience As The Source Of Learning And Development: Prentice-Hall; 1984.
  • 12. Tuli SY, Thompson LA, Saliba H, Black EW, Ryan KA, Kelly MN, et al. Pediatric residents' learning styles and temperaments and their relationships to standardized test scores. Journal of graduate medical education. 2011;3(4):566-70.
  • 13. Kolb DA. The kolb learning style inventory. . Hay Resources Direct. : 1999.
  • 14. Kolb DA. Experiential learning: experiencies as the source of learning and development. . Englewood Cliffs, N.J.: Prentice-Hall. ; 1984.
  • 15. Gencel İE. Kolb`un denyimsel öğrenme kuramına dayalı öğrenme stil envanterin−III`ün Türkçe`ye uyarlama çalışması. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2007;9(2):19.
  • 16. Shaikh AA. Learning styles and satisfaction with educational activities among pediatric physicians at King Abdulaziz Medical City Jeddah. Journal of Taibah University Medical Sciences. 2015;10(1):102-8.
  • 17. Engels PT, de Gara C. Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education. BMC medical education. 2010;10:51.
  • 18. Laeeq K, Weatherly RA, Carrott A, Pandian V, Cummings CW, Bhatti NI. Learning styles in two otolaryngology residency programs. The Laryngoscope. 2009;119(12):2360-5.
  • 19. Kosower E, Berman N. Comparison of pediatric resident and faculty learning styles: implications for medical education. The American journal of the medical sciences. 1996;312(5):214-8.
  • 20. Piane G, Rydman RJ, Rubens AJ. Learning style preferences of public health students. Journal of medical systems. 1996;20(6):377-84.
  • 21. Aşkar P, Akkoyunlu B. Kolb öğrenme stili envanteri. Eğitim ve Bilim 1993;87: 37-47.
  • 22. Adesunloye BA, Aladesanmi O, Henriques-Forsythe M, Ivonye C. The preferred learning style among residents and faculty members of an internal medicine residency program. J Natl Med Assoc. 2008;100(2):172-5.
  • 23. Fredette J, O'Brien C, Poole C, Nomura J. Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool? Delaware medical journal. 2015;87(4):109-12.
  • 24. Gürpınar E, Batı H, Tetik C. Tıp Fakültesi Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. Tıp Eğitimi Dünyası. 2011;32(32):18-29.
  • 25. Marcela BC DZ, Montserrat LG, Paola VG, Beltrán MC. . Tipos psicológicos y estilos deaprendizaje de los estudiantes que ingresana Medicina en la Pontificia UniversidadCatólica de Chile. Rev Med Chil. 2003;131(9):1067-78.
  • 26. Barre C MG, Fabricio J. Learning Styles of Undergraduate Medical Students. Universitas Medica. 2018;59(2):4-10.
  • 27. Khalid FD AS. A study of students’ learning styles in medical institutions in Pakistan. Rawal Med J 2008;33(2): 239-41.
  • 28. Buali WH, Balaha MH, Muhaidab NS. Assessment of learning style in a sample of Saudi medical students. Acta informatica medica : AIM : journal of the Society for Medical Informatics of Bosnia & Herzegovina: casopis Drustva za medicinsku informatiku BiH. 2013;21(2):83-8.
  • 29. Borracci RA GG, Rubio M, Arribalzaga EB. . Estilos de aprendizaje en estudiantes universitarios y médicos residentes. Educacion Medica December 2008;11(4):229-38.
  • 30. Nuzhat A, Salem RO, Al Hamdan N, Ashour N. Gender differences in learning styles and academic performance of medical students in Saudi Arabia. Medical teacher. 2013;35 Suppl 1:S78-82.
  • 31. Wehrwein EA, Lujan HL, DiCarlo SE. Gender differences in learning style preferences among undergraduate physiology students. Advances in physiology education. 2007;31(2):153-7.
  • 32. Slater JA, Lujan HL, DiCarlo SE. Does gender influence learning style preferences of first-year medical students? Advances in physiology education. 2007;31(4):336-42.
There are 32 citations in total.

Details

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

Funda Tayfun Küpesiz 0000-0003-2513-7188

Erol Gürpınar 0000-0002-5544-7040

Project Number 4891
Publication Date April 30, 2022
Submission Date August 11, 2021
Published in Issue Year 2022 Volume: 21 Issue: 63

Cite

Vancouver Tayfun Küpesiz F, Gürpınar E. Determination of Learning Styles of Hematologists in Turkey and Evaluation of the Effect on Educational Success. TED. 2022;21(63):5-17.