TY  - JOUR
T1  - ANATOMY PRACTICAL LEARNING: OPINIONS OF MEDICAL FACULTY YEAR 2 STUDENTS ABOUT ANATOMY PRACTICAL COURSE Anatomi Pratik Öğrenimi: Tıp Fakültesi 2. Sınıf Öğrencilerinin Anatomi Pratik Dersi Hakkındaki Görüşleri
AU  - Tokpınar, Adem
AU  - Yılmaz, Selen
AU  - Değermenci, Muhammet
AU  - Yılmaz, Halil
AU  - Payas, Ahmet
AU  - Baş, Orhan
PY  - 2024
DA  - March
Y2  - 2024
DO  - 10.16919/bozoktip.1411792
JF  - Bozok Tıp Dergisi
PB  - Yozgat Bozok Üniversitesi
WT  - DergiPark
SN  - 2146-4006
SP  - 1
EP  - 8
VL  - 14
IS  - 1
LA  - tr
AB  - ABSTRACTObjective: With the development of technology, anatomy teaching methods are also updated. In this direction,different methods are applied in practical courses. It is foreseen that anatomy lessons will be moreuseful and laboratory lessons will be active and efficient. Transferring their thoughts and experiencespositively or negatively during the education process can motivate the student. We aim to evaluate thethoughts and suggestions of the students with the survey study.Material and Methods: A study was conducted for the practical anatomy education of Ordu UniversityFaculty of Medicine Term II students during the 2022-2023 academic year. A questionnaire study was organisedto learn the student's perspective on the practice. A total of 12 questions were asked in the questionnaire.One of these questions was open-ended and the others were multiple choice questions. Except for theopen-ended question, the other questions had to be answered. The survey questions were prepared fromGoogle Forms application. The questionnaire prepared in this application was delivered to the students viaa link on the social platform.Results: In the questionnaire, students were asked the question 'Which of the auxiliary resources do youmostly use?' The rate of tablet use was high in both genders. The expected frequency for male students toanswer 'Textbook' in this question is 1,7. There was no difference between the answers given to this ques-tionin the whole population (p>0,05). In the questionnaire, the students were asked the question 'Do youfind the question-answer (mini-exam) technique useful while teaching the laboratory course?' The expectedfrequency of 'yes' answer is 12,8. There is no difference between the answers given to the this question inthe whole population (p>0,05).Conclusion: In conclusion, in this study, students were asked multidimensional questions related to theanatomy course. Positive and negative answers were received and evaluated. According to the results ofthe study, the inclusion of technology in every stage of the course shows that the anatomy course can betaught more efficiently.
KW  - ANATOMY PRACTICAL LEARNING: OPINIONS OF
MEDICAL FACULTY YEAR 2 STUDENTS ABOUT
KW  - ANATOMY PRACTICAL COURSE
KW  - Anatomi Pratik Öğrenimi: Tıp Fakültesi 2. Sınıf Öğrencilerinin
Anatomi Pratik Dersi Hakkındaki Görüşleri
CR  - 1. Tokpınar A, Yılmaz S, Yılmaz H, Değermenci M. Investigation of the Opinions of the First-Year Students of Dentistry Who go to Online education on Anatomy Education After the Kahramanmaraş Earthquake. Medical Records. 2023;5(3):603-7.
CR  - 2. Yılmaz H, Polat D, Yılmaz S, Değermenci M, Tokpınar A. Determination of anatomy Self-Efficiency of 2022-2023 Fall Semester of 2nd Class Ordu University Dentistry Students Taking Distance Education. 2023;10(3):121-30.
CR  - 3. Elizondo-Montemayor LL. How We Assess Students Using An Holistic Standardized Assessment System. Medical Teacher. 2004;26(5):400-2.
CR  - 4. Yavuz F, Ertekin T, Elmalı F, Ülger H. Klinik Öncesi Ve Klinik Dönemde Tıp Öğrencilerinin Anatomi Eğitiminde Kadavra Kullanımı İle İlgili Değerlendirmeleri Sağlık Bilimleri Dergisi. 2017;26(3):227-32.
CR  - 5. Topal AD, Ocak MA. Harmanlanmiş Öğrenme Ortami İle Hazirlanan Anatomi Dersinin Öğrencilerin Akademik Başarilari Üzerindeki Etkisi. Eğitim teknolojisi kuram ve uygulama. 2014;4(1):48-62.
CR  - 6. Zilundu PL, Chibhabha F, Yu G, Fu R, Zhou LH. Pre-clinical medical students' use of motivational and cognitive study strategies during anatomy learning: A three-year cross-sectional survey. Anatomical sciences education. 2022;15(3):522-34.
CR  - 7. Dinsmore CE, Daugherty S, Zeitz HJ. Teaching and learning gross anatomy: dissection, prosection, or “both of the above?”. Clinical Anatomy. 1999;12(2):110-4.
CR  - 8. Gürpınar E, Hilal B, Tetik C. Tip Fakültesi Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. Tıp Eğitimi Dünyası. 2011;32(32):18-29.
CR  - 9. Hortsch M, Mangrulkar RS. When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical2015;8(5):478-83.
CR  - 10. Gözil R, Özkan S, Bahçelioğlu M, Kadıoğlu D, Çalgüner E, Öktem H, et al. Gazi Üniversitesi Tip Fakültesi 2. Sinif Öğrencilerinin Anatomi Eğitimini Değerlendirmeleri. Tıp Eğitimi Dünyası. 2006;23(23):27-32.
UR  - https://doi.org/10.16919/bozoktip.1411792
L1  - http://dergipark.org.tr/tr/download/article-file/3796840
ER  -