Dijital Çağda Yetkinlik Temelli Sağlık Eğitimi: Yenilikler ve Zorluklar

Öz

Dijital dönüşüm, sağlık bilimleri eğitiminde köklü değişimlere yol açarak, özellikle uygulamalı disiplinlerde yetkinlik temelli eğitimin önemini daha da artırmıştır. Bu çalışma, Türkiye’deki sağlık bilimleri fakültelerinde dijital çağın gerekliliklerine uyum sağlamak amacıyla geliştirilen eğitim uygulamalarını ve bu süreçte karşılaşılan zorlukları analiz etmeyi amaçlamaktadır. Araştırma kapsamında, 2024–2025 eğitim-öğretim yılına ait ders planları ve stratejik belgeler üzerinden, hemşirelik, ebelik, fizyoterapi ve rehabilitasyon, beslenme ve diyetetik gibi uygulamalı alanlar öncelikli olmak üzere 9 farklı bölüm ve toplam 10 üniversitenin eğitim içerikleri nitel doküman analizi yöntemiyle incelenmiştir. Bulgular, dijital uyumun henüz sınırlı düzeyde sağlandığını, yalnızca bazı üniversitelerin müfredatlarına sanal simülasyon, uzaktan eğitim ve yapay zekâ destekli uygulamalar gibi dijital bileşenleri entegre ettiğini göstermiştir. Yetkinlik temelli yaklaşımın ise hâlâ sınırlı sayıda programda belirgin şekilde tanımlandığı, çoğunlukla yüzeysel düzeyde kaldığı görülmüştür. Ayrıca ölçme ve değerlendirme yöntemlerinin büyük oranda geleneksel araçlara dayandığı, dijital araçların ise sınırlı ve değişken biçimde kullanıldığı tespit edilmiştir. Bu bulgular, sağlık bilimleri eğitiminde dijital dönüşümün stratejik bir vizyonla ele alınması gerektiğini ortaya koymaktadır. Özellikle dijital altyapı yatırımları, eğiticilerin dijital pedagojik yeterliliklerinin artırılması ve uygulamalı eğitimlerde yenilikçi teknolojilerin daha etkin kullanılması gerekmektedir. Çalışma, dijital çağda yetkinlik temelli sağlık eğitiminin kalitesini artırmak için bütüncül ve sürdürülebilir stratejilere ihtiyaç duyulduğunu vurgulamaktadır. Anahtar Sözcükler: Sağlık Eğitimi, Dijital Sağlık, Uygulama Eğitimleri, Sağlık Okuryazarlığı.

Anahtar Kelimeler

• Sağlık Eğitimi
• Dijital Sağlık
• Uygulama Eğitimleri
• Sağlık Okuryazarlığı

Competency-Based Health Education in the Digital Age: Innovations and Challenges

Öz

Digital transformation has led to significant changes in health sciences education, further emphasizing the importance of competency-based education, particularly in applied health disciplines. This study aims to analyze the educational practices developed in health sciences faculties in Turkey to align with the demands of the digital age and to identify the challenges encountered in this process. Within the scope of the research, educational content from nine different programs, primarily including applied fields such as nursing, midwifery, physiotherapy and rehabilitation, and nutrition and dietetics, from a total of ten universities, was examined using a qualitative document analysis method based on course curricula and strategic documents from the 2024–2025 academic year. The findings reveal that digital integration remains limited, with only a few universities incorporating digital components such as virtual simulations, distance education, and AI-supported applications into their curricula. Furthermore, competency-based approaches were found to be explicitly defined in only a small number of programs, and mostly remained at a superficial level. Assessment and evaluation methods were largely based on traditional tools, while the use of digital assessment methods appeared to be limited and inconsistent. These findings highlight the necessity of addressing digital transformation in health sciences education with a strategic vision. In particular, investments in digital infrastructure, the development of educators' digital pedagogical competencies, and the more effective integration of innovative technologies into applied education are essential. The study emphasizes the need for holistic and sustainable strategies to improve the quality of competency-based health education in the digital era. Keywords: Health Education, Digital Health, Practical Training, Health Literacy.

Anahtar Kelimeler

• Health Education
• Digital Health
• Practical Training
• Health Literacy

Kaynakça

1. Bennett, R. E. (2021). Validating assessments that use digital technologies. Educational Measurement: Issues and Practice, 40(2), 5–15. https://doi.org/10.1111/emip.12322
2. Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413. https://doi.org/10.1080/02602930600679050
3. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
4. Carraccio, C., Englander, R., Gilhooly, J. T., Mink, R., Hofkosh, D., Barone, M. A., & Holmboe, E. S. (2016). Building a framework of entrustable professional activities, supported by competencies and milestones, to bridge the educational continuum. Academic Medicine, 91(5), 766–773. https://doi.org/10.1097/ACM.0000000000001048
5. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
6. Dünya Sağlık Örgütü (2022). Universal health coverage için küresel yetkinlik çerçevesi. https://www.who.int/publications/i/item/9789240064827
7. Ellaway, R. H., Pusic, M. V., Galbraith, R. M., & Cameron, T. (2015). Developing the role of big data and analytics in health professional education. Medical Teacher, 36(3), 216–222. https://doi.org/10.3109/0142159X.2014.956063
8. Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., ... & Harris, P. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32(8), 638–645. https://doi.org/10.3109/0142159X.2010.501190

9. Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., ... & Zurayk, H. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756), 1923–1958. https://doi.org/10.1016/S0140-6736(10)61854-5
10. Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
11. Gruppen, L. D., Burkhardt, J. C., Fitzgerald, J. T., Funnell, M., Haftel, H. M., Lypson, M. L., & Mullan, P. B. (2019). Competency-based education: Programme design and challenges to implementation. Medical Education, 53(6), 580–592. https://doi.org/10.1111/medu.13843
12. Lowenthal, P. R., & Dunlap, J. C. (2020). Social presence and online discussions: A mixed method investigation. Distance Education, 41(4), 490-514. https://doi.org/10.1080/01587919.2020.1821603
13. Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Klagenfurt: Beltz.
14. Nguyen, J., Keengwe, J., & Kidd, T. (2021). Artificial Intelligence in Higher Education: Promises and Implications for Teaching and Learning. Education and Information Technologies, 26, 2221–2237. https://doi.org/10.1007/s10639-020-10334-2
15. Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
16. O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). Sage Publications. Pellegrino, J. W. (2014). A learning sciences perspective on the design and use of assessment in education. The Cambridge Handbook of the Learning Sciences, 2, 233–252.
17. Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
18. Salas-Morera, L., Cubero-Atienza, A. J., Redel-Macías, M. D., Arauzo-Azofra, A., & García-Herrera, J. D. (2021). Enhanced Learning and Assessment Using Virtual Laboratories in Higher Education. Education Sciences, 11(2), 66. https://doi.org/10.3390/educsci11020066
19. Schreier, M. (2012). Qualitative content analysis in practice. SAGE Publications. Ten Cate, O. (2017). Competency-based postgraduate medical education: past, present and future. GMS journal for medical education, 34(5), doi: 10.3205/zma001146
20. Umer, R., Hasan, M., Shahid, R., Qamar, S., & Rauf, M. A. (2023). Integration of digital assessment tools in higher education: Benefits, barriers, and readiness of stakeholders. Education and Information Technologies, 28, 567–586. https://doi.org/10.1007/s10639-022-11377-7
21. World Health Organization. (2021). Global strategy on digital health 2020–2025. https://www.who.int/publications/i/item/9789240020922
22. World Health Organization. (2022). Global Competency Framework for Universal Health Coverage. https://www.who.int/publications/i/item/9789240064827
23. Yıldırım, A., & Şimşek, H. (2022). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı). Ankara: Seçkin Yayıncılık.