Küresel Pandemi COVID-19’un Bir Sonucu Olarak Ukrayna ve Güney Afrika'da Tıp Bilimi Disiplinlerinin Uzaktan Eğitim Deneyimi

Abstract

Amaç: Bu çalışma, öğrencilerin ve öğretmenlerin bakış açısıyla uzaktan eğitimin tarihsel arka planını ve artılarını ve eksilerini tartışmaktadır. Bu çalışmanın amacı, karantina döneminde Kharkiv Ulusal Tıp Üniversitesi (Kharkiv National Medical University, KNMU)’ndeki ve ulusal kapanma döneminde Cape Town Üniversitesi (the University of Cape Town, UCT)’ndeki uzaktan eğitimin etkinliği bakımından bir karşılaştırma yapmaktır. Gereç ve Yöntemler: Öğrencilerin uzaktan eğitime bakış açılarını araştırmak için bir anket formu kullanıldı. Google Forms platformunda oluşturulan ve 19 sorudan oluşan çevrimiçi anket KNMU'daki 395 öğrenciye uygulandı ve 124 UCT öğrencisinde Vula site istatistiklerinden elde edilen veriler uygulandı. Bireylerin, sanal slayt toplayıcıları ve 3D programlar gibi farklı yöntemler kullanarak histoloji ve anatomi dersleri sırasında öğrenme ilerlemeleri de gözlemlendi. Bulgular: KNMU'daki öğrenci çoğunluğu uzaktan eğitimin temel avantajlarının derslere hazırlanmak ve çalışma materyallerini gözden geçirmek için fazladan zaman ayırması olduğunu belirtirken (%72,2, n=285), uzaktan eğitim alırken karşılaştıkları en büyük zorluğun hastaya klinik yaklaşımın eksikliği olduğu konusunda hemfikirlerdi (%69,1, n=273). UCT'de öğrenciler uzaktan eğitimin en yararlı yönünün önceden kaydedilmiş ders videoları olduğunu belirtmişlerdi (%66,9, n=83). Sonuç: Pandemi, uzaktan eğitimin mümkün olduğunu gösterdi, ancak soru şu: verimli olduğu kanıtlandı mı ve bugün eğitim sisteminin ayrılmaz bir parçası mı? Uzaktan eğitimin yirmi birinci yüzyıldaki rolü, tartışılabilir yönleri olan ve yaygınlaşan uzaktan eğitim programlarının eğitim dünyasında büyük bir popülerlik kazanması olarak özetlenebilir.

Keywords

• e-öğrenim
• eğitim
• anatomi öğretimi
• histoloji

Experience of Distance Learning of Medical Science Disciplines as a Result of the Global Pandemic COVID-19 in Ukraine and South Africa

Abstract

Aim: This study discusses the historical background of distance learning and its pros and cons from the perspective of students and teachers. This study aimed to conduct a comparison of the effectiveness of distance learning during the quarantine period at Kharkiv National Medical University (KNMU), and the national lockdown at the University of Cape Town (UCT). Material and Methods: A survey was used to investigate student’s perspectives about distance education. An online survey consisting of 19 questions was conducted on Google Forms platform among 395 students at KNMU and among 124 students of UCT obtained from Vula site statistics. Individuals’ learning progress during histological and anatomical classes using different methods such as virtual aggregators of slides and 3D programs were also observed. Results: At KNMU, most students (72.2%, n=285) agreed that the main advantages of distance education were the extra time they had to prepare for classes and revise study materials whereas the major challenge they faced while having distance education was the lack of clinical approach to patients (69.1%, n=273). At UCT, students found that the most helpful aspect of distance learning was pre-recorded lecture videos (66.9%, n=83). Conclusion: The pandemic has shown that distance learning is possible, but the question remains: has it proved to be efficient, and is it an inseparable part of the education system today? The role of distance education in the twenty-first century can be summarized as distance education programs catching huge popularity in the educational world with having and spreading discussable sides.

Keywords

• e-learning
• education
• anatomy teaching
• histology

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