TY  - JOUR
T1  - Education in the Digital Age: Technological Trends in Anatomy Education
TT  - Dijital Çağda Eğitim: Anatomi Eğitiminde Teknolojik Eğilimler
AU  - Sahin, Türker
AU  - Çavuş, Nadire
PY  - 2019
DA  - September
DO  - 10.22559/folklor.925
JF  - Folklor/Edebiyat
JO  - folk/ed
PB  - Uluslararası Kıbrıs Üniversitesi
WT  - DergiPark
SN  - 1300-7491
SP  - 31
EP  - 46
VL  - 25
IS  - 97
LA  - en
AB  - New developments in medicine and health sciences produced high volume knowledge.However, the more knowledge led to narrowing in duration of anatomy education given tostudents. For this reason, it may be useful for teachers who teach anatomy to use alternativelearning strategies and alternative educational tools, including today’s interactive digitaltechnologies, to enhance the effectiveness of anatomy teaching. This research is a literaturereview study. In order to reveal the current situation and to make it better understandable, theresearch is based on the review of the literature. In this study, it is observed that use of interactivedigital technologies in anatomy education is insufficient and no so widespread. Therefore, the aimof this study is to reveal the significance of interactive digital technologies that can be used inanatomy education. In accordance with this aim, the study mentioned about some important digitaltechnologies and teaching strategies such as flipped classroom model and gamification inanatomy education. Indeed, the development of digital technologies has not only created animpact on electronics, space science, agriculture and medicine, but also on education. Nowadays,students can learn anatomical tissues through 3-dimensional digital cadavers, they can accessthem and repeat study whenever and wherever they want. These new learning materials in digitalage encourage each student to use their time more effectively in accordance with their own learning pace and skill set. It is expected that this study will contribute to the anatomy teacherson improvement of learning environments and using interactive digital technologies in anatomyeducation.
KW  - anatomy education
KW  - flipped classroom
KW  - gamification
KW  - infographics
KW  - digital technologies
N2  - Tıp ve sağlık bilimlerindeki yeni gelişmeler, daha hızlı ve daha çok bilgi üretilmesine olanaksağlamıştır. Ancak üretilen bilginin artması, öğrencilere verilen Anatomi eğitiminin süresindebir daralmaya yol açmıştır. Bu nedenle, Anatomi dersi veren öğretmenlerin, günümüzünyenilikçi dijital teknolojileri, alternatif öğrenme stratejileri ve alternatif eğitim araçlarınıkullanmaları, anatomi öğretiminde etkinliği arttırma konusunda faydalı olabilir. Bu araştırma,Anatomi eğitiminin verildiği öğrenme ortamında kullanılabilecek interaktif dijital teknolojilereodaklanmak ve mevcut durumu daha anlaşılır hale getirmek için yapılan bir literatürincelemesidir. İncelemelerle elde edilen veriler araştırmacılar tarafından betimsel yaklaşımınauygun olarak değerlendirilmiş ve yorumlanmıştır. Yapılan çalışmalar incelendiğinde, Anatomieğitiminde interaktif dijital teknolojilerin kullanımının yeterli ve yaygın olmadığıanlaşılmaktadır. Bu nedenle, bu çalışmanın amacı, Anatomi eğitiminde kullanılabilecekinteraktif dijital teknolojilerin ve bu teknolojilerle beraber kullanılabilecek öğrenme/öğretmestratejilerin de neler olabileceği hakkında bilgi vermek ve bunların önemini ortaya koymaktır.Dijital teknolojilerin gelişmesi sadece sanayide, elektronikte, uzay bilimlerinde, tarımda veyatıp alanında değil aynı zamanda eğitimde de önemli etkiler yaratmıştır. Günümüzde dijitalteknoloji, yeni verilerin oluşturulmasında ve bu verilerin yeni öğretim platformlarınaaktarılmasında çeşitli olanaklar sağlamaktadır. Dijital teknolojinin etkisiyle, yüzlerce yıldırkonservatif bir yapıda devam eden anatomi eğitiminin sınıf içi teorik derslerin yapısı pekdeğişmemiştir. Üstelik kadavra diseksiyonu üzerinden verilen uygulama eğitimi sorgulanmayabaşlanmıştır. Bu durum anatomi eğitiminde ciddi bir dönüşümün öncü göstergesi olarak kabuledilebilir. Günümüzde dijital eğitim materyallerinin öğrenci ile etkileşim kurabiliyor (interaktif)hale gelmesi, bu dönüşümün en önemli tetikleyicisidir. Bazı çalışmalar göstermektedir kiöğrenciler, anatomik dokularla ilgili öğrenimlerini 3-boyutlu (3D) dijital kadavralar üzerindenyapabilmekte, bu ders materyallerine istedikleri zamanda, istedikleri yerden ulaşabiliyor veistedikleri kadar tekrar yapabilmektedirler. Dijital çağın sunduğu bu yeni öğrenme materyalleri,her öğrenciyi kendi öğrenme hızına ve becerisine uygun biçimde zamanı daha etkin kullanmayateşvik etmektedir. Ayrıca, öğrenme etkinliğini arttırmak için ters-yüz sınıf modelinin biröğretme stratejisi olarak kullanılması; Kahoot, Classcraft, Plickers, Padlet gibi oyunlaştırmayöntemlerinin geliştirilmesi; infografiklerin kullanılması; mobil öğrenme araçlarının ve bunlara 33ait programların da bu öğrenme ortamlarına entegre edilmesi ile dijital teknolojilerin eğitimalanına çok ciddi bir katkı sunma potansiyeli olduğunu göstermektedir.Sonuç olarak, bilginin daha iyi işlenmesini sağlayan, eğitimde zamanı ve mekanı daha etkinkullanmamızı mümkün kılan dijital çağın bu yeni ürünleri, günümüzde, emekleme safhasındaolan arttırılmış gerçeklik, sanal gerçeklik, Web 4.0 ve yapay zeka gibi araçların da entegreedilmesiyle, eğitimde zamanı daha etkin kullanan, daha eşitlikçi eğitim ortamı, daha objektifölçme ve değerlendirme yapabilme olanağı sağlayan yeni öğrenim platformları sunmaktadır. Buçalışmanın, Anatomi öğretmenlerine, öğrenme ortamlarının iyileştirilmesine ve Anatomieğitiminde etkileşimli dijital teknolojilerin kullanılmasına katkı sağlaması beklenmektedir. Buçalışma ile Anatomi öğretmenlerinin, 3D dijital Anatomi materyalleri ve dijital Anatomikaynaklarını dijital teknolojiler kullanarak geliştirmeleri ve bunları ters-yüz sınıf, oyunlaştırmagibi dijital teknolojilere dayalı öğrenme stratejileri ile entegre ederek zenginleştirilmiş öğrenmeortamları geliştirmelerine ve bu geliştirilen interaktif dijital teknoloji destekli Anatomi eğitimisağlanan ortamları eğitim sistemimize kazandırmalarına yardımcı olacağı ümit edilmektedir.
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DOI:10.1145/1610252.1610272
UR  - https://doi.org/10.22559/folklor.925
L1  - https://dergipark.org.tr/tr/download/article-file/804828
ER  -