Öğrenme Stili Tercihi ile Staj Eğitimi ve Rol Modelin Uzmanlık Seçimi Üzerindeki Etkisi

Year 2024, Volume: 23 Issue: 69, 26 - 35, 30.04.2024

Ali Kağan Coskun , Zuhal Yapıcı Coşkun , Işıl İrem Budakoğlu

https://doi.org/10.25282/ted.1374514

Abstract

Amaç: Tıp fakültelerindeki staj dönemi, gelecekteki kariyer seçimine de yardımcı olan entegre bir öğrenme dönemidir. Bu çalışmanın amacı, hem genel cerrahi stajının hem de öğrenme stilleri farkındalığının tıp öğrencilerinin uzmanlık tercihleri üzerindeki etkisini değerlendirmektir.
Yöntem: Eğitim müdahalesi olarak planlanan bu çalışmada tıp fakültesi dördüncü sınıf öğrencilerine genel cerrahi stajları öncesinde uzmanlık tercihlerini sorgulayan bir anket ve öğrenme stili ölçeği uygulandı. Anketin ardından uzmanlık dalları ve öğrenme stilleri hakkında kısa bir eğitim verildi. Staj sonrasında öğrencilerden uzmanlık tercihleri ile ilgili anketi tekrar yanıtlamaları istendi. Staj eğitiminin, öğrenme stili farkındalığı ve uzmanlık tercihleri arasındaki değişiklikler değerlendirildi.
Bulgular: Çalışmaya yüz sekiz öğrenci katılmıştır (E:81, K:27). Uzmanlık seçiminde en önemli faktör, o uzmanlık alanındaki çalışmadan duyulan mesleki memnuniyettir (%64). Eğiticilerin staj eğitimindeki yaklaşımı (%67) uzmanlık seçimi için en etkili fikir değiştirici faktörlerden biriydi. Kız öğrenciler arasında en yaygın öğrenme stili kinestetik ve görsel iken, erkek öğrenciler arasında en yaygın öğrenme stili işitseldir. Ancak cerrahi branşları tercih eden öğrencilerin öğrenme stili genellikle kinestetik grupta yer almıştır.
Sonuç: Öğrencilerin etkili pozitif rol modellerle karşılaştıkları, uzmanlık alanları ve öğrenme stilleri hakkında bilgi edindikleri ve farkındalıklarını artırdıkları etkili bir staj programı, uzmanlık tercihlerinde doğru yönlendirmeyi sağlayacaktır.

Keywords

Tıp Eğitimi, Staj Eğitimi, Uzmanlık Seçimi, Öğrenme Stili Tercihi, Rol Modeller

The Effect of Learning Style Preference, Clerkship Training and Role Model on Specialization Selection

Abstract

Aim: The clerkship period in medical schools is an integrated learning experience that is also helpful in choosing a future career. The aim of this study was to evaluate the effect of both general surgery clerkshipship and awareness of learning styles on specialty preferences of medical students.
Methods: In this study, which was planned as an educational intervention, a questionnaire questioning specialty preferences and a learning style scale were administered to fourth-year medical students before their general surgery clerkships. Following the questionnaire, brief training was given about specialty branches and learning styles. After the clerkship, the students were asked to answer the questionnaire again about their specialty preferences. Changes between clerkship training, learning style awareness and specialty preferences were evaluated.
Results: One hundred eight students participated in the study (M:81, F:27). The mean age was 23.0. The most important factor in choosing a specialty is professional satisfaction (64%) with the work in that specialty. The approach of the trainers in the clerkship training (67%) was to focus on the most influential mind-changing factors for the choice of specialty. The most common learning styles among female students were kinesthetic and visual, while the most common learning style among male students was auditory. However, the learning style of students who preferred surgical branches was generally in the kinesthetic group.
Conclusions: An effective clerkship program in which students encounter effective positive role models, gain knowledge about their field of specialization and learning styles, and increase their awareness will provide the right guidance in their specialization preferences.

Keywords

Medical Education, Clerkship Training, Specialty Choice, Learning Style Preference, Role Models

Ethical Statement

Ethical approval and consent to participate: “This study was approved by the University of Health Sciences Gulhane Non-Interventional Research Ethics Committee (date:04.12.2018-decision no:2018/320).” Informed consent was obtained from all subjects and/or their legal guardian(s)

Supporting Institution

None

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