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Türkiye'de Fizyoloji Lisansüstü Eğitimine Genel Bakış

Year 2017, Volume: 7 Issue: 2, 116 - 124, 01.08.2017

Melek Bor-küçükatay Melike Şahiner Berrak Ç. Yeğen

Abstract

Ülkemizdeki lisansüstü fizyoloji eğitiminin mevcut durumu, özellikleri, sorunları ve olası çözüm önerilerinin belirlenmesi amacıyla 26 soruluk bir anket oluşturulmuştur. Anket Türkiye'deki lisansüstü eğitim veren fizyoloji anabilim dallarının %40'ı tarafından doldurulmuştur. Anket sonuçlarına göre; yüksek lisans öğrencilerinin %31'i; doktora öğrencilerinin ise %45'inin maaşlı ve kadrolu olduğu, mevcut kadro tipleri içinde en fazla Öğretim Üyesi Yetiştirme Programı'nın kullanıldığı tespit edilmiştir (yüksek lisansta %62, doktorada %59). Fizyoloji lisansüstü öğrencileri arasında biyologlar (%25) ve tıp doktorlarının (%21) ağırlıklı olduğu gözlenmiştir. Lisansüstü öğrencilerin hepsinin ya da büyük çoğunluğunun (%81) eğitimlerini yasal süreleri içinde tamamladığı ortaya konmuştur. Lisansüstü öğrencilerin ulusal-uluslararası hareketlilik programları, teşvik ve burslar, akademik faaliyetlerden yararlanma ve lisansüstü tezlerin ulusal-uluslararası yayına dönüşme oranlarının istenen düzeyde olmadığı tespit edilmiştir. Katılımcılar, ülkemiz lisansüstü eğitiminin en önemli sorunlarının öğrencilere yeterli kadro, burs, proje desteği sağlanamaması ve öğretim üyesi sayısı ile altyapı eksiklikleri olduğunu belirtmişlerdir. Anket sonuçlarımız, ülkemizdeki lisansüstü eğitimin uluslararası seviyeye çıkarılması için geniş katılımlı kapsamlı çalışmalar yapılması gerektiğini ortaya koymuştur.

Keywords

Çözüm önerileri fizyoloji lisansüstü eğitim sorunlar.

References

  • Çavdar, Z., Ulman, C., Kirkali, G., Baydar, H., and Güner-Akdoğan G. (2013). Careers and research performance of PhD program graduates of health sciences in Turkey. Türk Biyokimya Dergisi - Turkish Journal of Biochemistry, 38(1), 118–125.
  • Cyranoski. D., Gilbert, N., Ledford, H., Nayar, A., and Yahia M. (2011). The PhD factory. The world is producing more PhDs than ever before. Is it time to stop? Nature, 472(7343), 276–279.
  • Duze, C. O. (2010). An analysis of problems encountered by post-graduate students in Nigerian universities. Journal of Social Sciences, 22(2), 129–137.
  • ENQA. (2016). European Association for Quality Assurance in Higher Education. 21 Temmuz 2016 tarihinde <http://www.enqa.eu/pubs.lasso> adresin- den erişildi.
  • EUA (2005). Conclusion and recommendations. Bologna Seminar on “Doctoral Programmes for the European Knowledge Society”, 3–5 February 2005, Salzburg.
  • EUA (2016). 21 Temmuz 2016 tarihinde <http://www.eua.be/Home.aspx> adresinden erişildi.
  • EURAXESS Researchers in motion (2016). 21 Temmuz 2016 tarihinde <https://euraxess.ec.europa.eu/> adresinden erişildi.
  • Güner-Akdoğan, G. (2015). Biyotıp ve sağlık bilimlerinde Doktora’da kalite standartları ve Orpheus. Deneysel Tıp Araştırma Enstitüsü Dergisi, 5(9), 15–21.
  • Igun, S. E. (2010). Difficulties and motivation of postgraduate students in selected Nigerian universities. Library Philosophy and Practice (e-journal), Paper 369.
  • NIH (2012). Biomedical Research Workforce Working Group Draft Report. 21 Temmuz 2016 tarihinde <http://acd.od.nih.gov/bmw_report.pdf> adresinden erişildi.
  • Orpheus. (2016). 21 Temmuz 2016 tarihinde <http://www.orpheus- med.org/> adresinden erişildi.
  • ÖSYM (2016). Yüksek öğrenim istatistikleri. 20 Temmuz 2016 tarihinde 22.pdf> adresinden erişildi.
  • Saaiq, M., and Zaman, K. U. (2008). Postgraduate medical education: Challenging issues and the way forward. Annals of Pakistan Institute of Medical Sciences, 4(3), 127–128.
  • Royal Society (2010). The scientific century: Securing our future prosperity. London: Royal Society.
  • Türk Fizyolojik Bilimler Derneği (TFBD) (2017). 18 Ocak 2017 tarihinde <http://www.tfbd.org.tr/duyuru_detay.php?id=111> adresinden erişildi.
  • TÜİK (2016). 21 Temmuz 2016 tarihinde <http://www.tuik.gov.tr/> adresinden erişildi.
  • UNESCO (2008). UNESCO forum on higher education, research and knowl- edge. 21 Temmuz 2016 tarihinde <http://unesco.atlasproject.eu/unesco/ file/85caf75e-9529-4f46-b952-5c89bdf90ec4/c8c7fe00-c770-11e1- 9b21-0800200c9a66/159388e.pdf> adresinden erişildi.
  • Yeğen, B., Bor-Küçükatay, M. ve Şahiner, M. (2015). Değişen koşullarda lisansüstü fizyoloji eğitimi. TFBD 41. Ulusal Fizyoloji Kongresi, 9–13 Eylül 2015, Çanakkale. Post-graduate physiology education in chang- ing conditions. [Abstract] Acta Physiologica, 215, 14.
  • YÖK (1996). Yükseköğretim Kurulu Lisansüstü Eğitim ve Öğretim Yönet- meliği.
  • Zuber-Skerritt, O. (1987). Helping postgraduate research students learn. Higher Education, 16(1), 75–94.

An overview of the post-graduate physiology education in Turkey

Year 2017, Volume: 7 Issue: 2, 116 - 124, 01.08.2017

Melek Bor-küçükatay Melike Şahiner Berrak Ç. Yeğen

Abstract

A questionnaire was prepared to determine the current situation, characteristics, main problems and solution proposals of post-graduate physiology education in Turkey. The questionnaire was answered by 40% of the physiology departments with post-graduate programs. The results of the questionnaire demonstrate that 31% of master students and 45% of PhD students have academic positions. Most of the post-graduate physiology students are employed in the "academic staff training program" (62% of master and 59% of PhD students). Post-graduate physiology students were mainly composed of biologists (25%) and medical doctors (21%). All or the majority (81%) of post-graduate students have completed their education within the legal periods. We have observed that post-graduate physiology students do not sufficiently benefit from the national and international student exchange programs, scholarships and do not participate in academic activities. Publication rates of the post-graduate thesis in national and international journals are also below the anticipated level. The general problems faced in providing post-graduate physiology education are insufficiency of available academic positions, scholarships, number of academic staff, inadequate financial support in producing qualified research as well as lack of infrastructure. The results of the questionnaire demonstrate that comprehensive studies with broad participation are necessary in order to improve post-graduate education in our country.

Keywords

Physiology post-graduate education problems solution proposals.

References

  • Çavdar, Z., Ulman, C., Kirkali, G., Baydar, H., and Güner-Akdoğan G. (2013). Careers and research performance of PhD program graduates of health sciences in Turkey. Türk Biyokimya Dergisi - Turkish Journal of Biochemistry, 38(1), 118–125.
  • Cyranoski. D., Gilbert, N., Ledford, H., Nayar, A., and Yahia M. (2011). The PhD factory. The world is producing more PhDs than ever before. Is it time to stop? Nature, 472(7343), 276–279.
  • Duze, C. O. (2010). An analysis of problems encountered by post-graduate students in Nigerian universities. Journal of Social Sciences, 22(2), 129–137.
  • ENQA. (2016). European Association for Quality Assurance in Higher Education. 21 Temmuz 2016 tarihinde <http://www.enqa.eu/pubs.lasso> adresin- den erişildi.
  • EUA (2005). Conclusion and recommendations. Bologna Seminar on “Doctoral Programmes for the European Knowledge Society”, 3–5 February 2005, Salzburg.
  • EUA (2016). 21 Temmuz 2016 tarihinde <http://www.eua.be/Home.aspx> adresinden erişildi.
  • EURAXESS Researchers in motion (2016). 21 Temmuz 2016 tarihinde <https://euraxess.ec.europa.eu/> adresinden erişildi.
  • Güner-Akdoğan, G. (2015). Biyotıp ve sağlık bilimlerinde Doktora’da kalite standartları ve Orpheus. Deneysel Tıp Araştırma Enstitüsü Dergisi, 5(9), 15–21.
  • Igun, S. E. (2010). Difficulties and motivation of postgraduate students in selected Nigerian universities. Library Philosophy and Practice (e-journal), Paper 369.
  • NIH (2012). Biomedical Research Workforce Working Group Draft Report. 21 Temmuz 2016 tarihinde <http://acd.od.nih.gov/bmw_report.pdf> adresinden erişildi.
  • Orpheus. (2016). 21 Temmuz 2016 tarihinde <http://www.orpheus- med.org/> adresinden erişildi.
  • ÖSYM (2016). Yüksek öğrenim istatistikleri. 20 Temmuz 2016 tarihinde 22.pdf> adresinden erişildi.
  • Saaiq, M., and Zaman, K. U. (2008). Postgraduate medical education: Challenging issues and the way forward. Annals of Pakistan Institute of Medical Sciences, 4(3), 127–128.
  • Royal Society (2010). The scientific century: Securing our future prosperity. London: Royal Society.
  • Türk Fizyolojik Bilimler Derneği (TFBD) (2017). 18 Ocak 2017 tarihinde <http://www.tfbd.org.tr/duyuru_detay.php?id=111> adresinden erişildi.
  • TÜİK (2016). 21 Temmuz 2016 tarihinde <http://www.tuik.gov.tr/> adresinden erişildi.
  • UNESCO (2008). UNESCO forum on higher education, research and knowl- edge. 21 Temmuz 2016 tarihinde <http://unesco.atlasproject.eu/unesco/ file/85caf75e-9529-4f46-b952-5c89bdf90ec4/c8c7fe00-c770-11e1- 9b21-0800200c9a66/159388e.pdf> adresinden erişildi.
  • Yeğen, B., Bor-Küçükatay, M. ve Şahiner, M. (2015). Değişen koşullarda lisansüstü fizyoloji eğitimi. TFBD 41. Ulusal Fizyoloji Kongresi, 9–13 Eylül 2015, Çanakkale. Post-graduate physiology education in chang- ing conditions. [Abstract] Acta Physiologica, 215, 14.
  • YÖK (1996). Yükseköğretim Kurulu Lisansüstü Eğitim ve Öğretim Yönet- meliği.
  • Zuber-Skerritt, O. (1987). Helping postgraduate research students learn. Higher Education, 16(1), 75–94.
There are 20 citations in total.

Details

Other ID JA73EM77UY
Journal Section Original Empirical Research
Authors

Melek Bor-küçükatay This is me

Melike Şahiner This is me

Berrak Ç. Yeğen This is me

Publication Date August 1, 2017
Published in Issue Year 2017 Volume: 7 Issue: 2

Cite

APA Bor-küçükatay, M., Şahiner, M., & Yeğen, B. Ç. (2017). Türkiye’de Fizyoloji Lisansüstü Eğitimine Genel Bakış. Yükseköğretim Dergisi, 7(2), 116-124.

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