Veteriner hekimliği öğrencilerine akran eğitimi ile geri bildirim verme becerisi kazandırma

Abstract

Geri bildirim, etkili öğrenmenin temel bir unsuru olarak kabul edilmektedir. Akranlarından geribildirim alan öğrencilerin, klinik becerilerini ve iletişim becerilerini geliştirebildikleri bilinmektedir. Bu makalenin amacı, akran eğitimi ile öğrencilere geri bildirim verme becerisi kazandırmanın etkinliğini ortaya koymaktır. Çalışma, öğreten grup (n=20), kontrol grubu (n=20) ve öğrenen grubundan (n=20) oluşan ön test-son test kontrol grubu deseni olarak tasarlanmıştır. Öğreten grup, etkili geri bildirim vermek üzere eğitilmiş, sonrasında akranlarına geri bildirim verme becerisi kazandırmak üzere akran eğitimi vermiştir. Eğitimin etkinliğinin değerlendirilmesi için öğrenciler rol oynama yöntemini kullanarak veteriner hekim-hasta sahibi görüşmesi yapmıştır. Görüşmelerin sonunda hasta sahibi rolünü oynayan öğrenen grup, veteriner hekim rolünü oynayan öğreten gruba iletişim becerileri konusunda geri bildirim vermiştir. Yapılan istatistiksel değerlendirmeler sonucunda, hem öğreten ve kontrol grubunun (P<0,004) hem de öğreten ve öğrenen grubun (P<0,001) puan ortalamaları arasında istatistiksel olarak anlamlı bir fark tespit edilmiş; ancak gruplar arasında sınıf ve cinsiyet açısından anlamlı fark tespit edilememiştir. Sonuç olarak, öğrenen grubun yanı sıra, öğretenlerin de akranlarını eğiterek kendilerini geliştirdiği saptanmış, akran eğitiminin geri bildirim verme becerisi kazandırılması amacıyla kullanılabileceği ileri sürülmektedir. Akran eğitiminin sınıf ve cinsiyet değişkenlerinden etkilenmemesi, bu eğitim metodunun veteriner fakültesinde öğrenim gören tüm öğrencilere uygulanabileceğini göstermektedir.

Keywords

• akran eğitimi
• geri bildirim
• iletişim becerileri eğitimi
• veteriner hekimliği eğitimi

Teaching feedback skills to veterinary students by peer-assisted learning

Abstract

Feedback is considered an essential element of effective learning. Students who receive feedback from peers can improve their clinical and communication skills. This paper aims to testify for whether peer-assisted learning (PAL) is successful in teaching students with the ability to give feedback. The study was design as tutors (n=20), tutees (n=20) and control group (n=20). Tutors were educated to provide constructive feedback, and this group trained tutees in PAL to increase their skills in providing feedback. After the training, tutors and tutees used role play about veterinarian-client consultation. At the end of the consultations, each tutee provided feedback to the tutor about his/her communication skills. As findings, there was a statistically significant change between the mean scores of both “tutor and control groups” (P<0.004) and “tutors and tutees” (P<0.001). However, there was no statistically significant difference in terms of the academic year and gender between groups. Tutees benefited from being trained by peers, and tutors also improved their feedback skills by training peers. Conspicuously, PAL was found to be effective for not only tutors but also tutees. With this argument, it is predicted that other veterinary fields can also benefit from PAL throughout veterinary training.

Keywords

• Communication skills training
• feedback
• peer-assisted learning
• veterinary education

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