Öğrenme Ortamının Değerlendirilmesi

Abstract

Arka plan: Öğrenme ortamı, öğrenmenin gerçekleştiği fiziksel ortamları, bağlamları ve kültürleri ifade eden geniş bir kavramdır. Bu çalışmada, Dundee Eğitim Ortamı Değerlendirme Ölçeği kullanılarak bir tıp fakültesinin klinik öncesi öğrenme ortamının değerlendirilmesi amaçlanmıştır. Yöntem: Çalışma, tanımlayıcı kesitsel bir çalışma olarak tasarlanmıştır. Araştırmanın evreni, Süleyman Demirel Üniversitesi Tıp Fakültesi'ne kayıtlı tıp fakültesi öğrencileri, 2019-2020 eğitim öğretim yılında 1. sınıf, 2. sınıf ve 3. sınıf öğrencileri (N: 884) olarak belirlendi. Ölçeğin çalışma evreniyle ilişkisini değerlendirmek için madde analizleri, güvenilirlik testleri ve doğrulama testleri yapılmıştır. Bu bilgiler doğrultusunda evrenin ölçeğe uygun olduğuna ve bu veriler üzerinden genelleme yapılabileceğine karar verilmiştir. Bulgular: Çalışmada 326 katılımcının verileri değerlendirildi. Tüm yılların toplu değerlendirmesinde tüm öğrenciler için genel DREEM-TR puanı 138.07 ± 22.75 olarak bulunmuştur. Yıllar arasında karşılaştırıldığında 1. yıl ile 2. ve 3. yıllar arasında istatistiksel olarak anlamlı fark olduğu görüldü (p<.005). Tartışma: Programın değerlendirilmesinde geçerli/güvenilir ölçme araçlarının kullanılması, programın izlenmesi için gereklidir. Bu değerli bulguların, programın geliştirilmesi ve izlenmesi için fakülte yönetimi tarafından kullanılması önerilmektedir. Program değerlendirme kapsamında bu değerlendirmenin devamlılığının eğitim programının izlenmesine ve geliştirilmesine katkı sağlayacağına inanıyoruz.

Keywords

• Tıp Eğitimi
• Öğrenme
• Öğrenme Ortamı

Evaluation of Learning Environment

Abstract

Background: Learning environment is a broad concept that expresses the physical environments, contexts, and cultures where learning takes place. This study is aimed to evaluate the preclinical learning environment of a medical faculty using the Dundee Ready Education Environment Measure. Method: The study was designed as a descriptive cross-sectional study. The population of the study was determined as medical school students enrolled at Suleyman Demirel University, Faculty of Medicine, 1st year, 2nd year, and 3rd-year students during the 2019-2020 academic year (N: 884). Item analyzes, reliability tests, and validation tests were performed to evaluate the correlation of the scale with the population of the study. In line with this information, it was decided that the population was suitable for the scale and that generalization could be made through this data. Results: In the study, the data of 326 participants were evaluated. In the collective evaluation of all years overall DREEM-TR score as 138.07 ± 22.75 regarding all students. In comparison between years, it was seen that there was a statistically significant difference between 1st year and 2nd and 3rd years (p<.005). Discussion: The use of valid/reliable measurement tools in the evaluation of the program is necessary for the monitorization of the program. These valuable findings are suggested to be used by the faculty management for the development and monitorization of the program. We believe that the continuity of this evaluation within the scope of program evaluation would contribute to the monitoring and development of the training program.

Keywords

• Medical Education
• Learning
• Learnig Environment

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